HANDOUTS FOR LESSON 1: L231 version 1
This appendix contains the items listed in this table-Title / Synopsis
SH-1, Advance Sheet
Page(s)
SH-1-1
SH-2, Extracted Material from Resilience Training
for Leaders (Warrior Leader Course),
PSB02001/Version 1
SH-2-1 thru SH-2-12
SH-3, Extracted Material from Resilience Training
for the Warrior Leader Course - WLC Student
Handout
SH-3-1 thru SH-3-10
D-1
Student Handout 1
Advance Sheet
Lesson Hours
This lesson consists of three hours of small group instruction.
Overview
During this lesson, you will learn how to build resilience in both you and your
Soldiers to enhance performance.
Learning
Objective
Terminal Learning Objective (TLO).
Action:
Demonstrate an understanding of resilience concepts and skills
that enhance Soldier performance.
Conditions:
As a leader of a squad/team, in the classroom and during a
situational training exercise, given student handouts, and the
instruction in this lesson.
Standards:
Demonstrate an understanding of resilience concepts and skills
that enhance Soldier performance by:
• Identifying how operations, application of leadership, and the
Comprehensive Soldier Fitness program affect Soldier
resilience, and
• Identifying the three resilience skills that enhance Soldier
performance.
ELO A
ELO B
Identify how operations, application of leadership, and the Comprehensive
Soldier Fitness program affect Soldier resilience
Identify the three resilience skills that enhance Soldier performance
Assignment
The student assignment for this lesson is to review Student Handout 2.
Additional
Subject Area
Resources
Although not a requirement for this lesson, new and additional information on
resilience can be found at the U.S. Army Medical Department Resilience Training
website at the following URL: https://www.resilience.army.mil/index.html.
Bring to Class
You must bring the following materials to class:
• All reference material received
• Pen or pencil and writing paper
• Any materials required by the NCOA’s SOP
Note to
Students
It is your responsibility to do the homework prior to class. We expect you to come to
class prepared. You will participate in small group discussion. We expect you to
participate in the discussion by providing information you learned from your study
and your personal and observed experiences. Failure to study and read the
assignments above will result in your inability to participate with the rest of the
group. Not having your input affects the group’s ability to discuss the information
fully.
SH-1-1
Student Handout 2
Extracted Material from Resilience Training for Leaders (Warrior Leader Course),
PSB02001 / Version 1
This student handout contains 11 pages of extracted material from the
following publication:
Resilience Training for Leaders (Warrior Leader Course), PSB02001 / Version 1,
15 Nov 2010
ELO A
ELO B
ELO C
pages SH-2-2 thru SH-2-6
pages SH-2-7 thru SH-2-9
pages SH-2-9 thru SH-2-12
Disclaimer: The training developer downloaded the extracted material from the U.S.
Army Medical Department Resilience Training web site located at:
https://www.resilience.army.mil/sso/lifecycle/wlc.cfm
The text may contain passive voice, misspellings, grammatical errors, etc., and may
not be in compliance with the Army Writing Style Program.
RECOVERABLE PUBLICATIONS
YOU RECEIVED THIS DOCUMENT IN A DAMAGE-FREE CONDITION. DAMAGE IN ANY WAY, TO
INCLUDE HIGHLIGHTING, PENCIL MARKS, OR MISSING PAGES, WILL SUBJECT YOU TO
PECUNIARY LIABILITY (STATEMENT OF CHARGES, CASH COLLECTIONS, ETC.) TO RECOVER
THE PRINTING COSTS.
SH-2-1
ENABLING LEARNING OBJECTIVE A
Describe the effect that leadership and assertive communication have in assuring Soldier resilience.
Learning Step / Activity 1
Exposure to Combat and Operational Deployments
What are some of the challenges that Soldiers face? Do all Soldiers face these challenges?
Are some Soldiers resilient (able to bounce back) while others struggle?
The modern battlefield can be a chaotic, intense and destructive experience. This
environment compels the Army to update the way we develop and train Soldiers. While the
nature of military life involves risk and adversity, not all of these challenges are necessarily
negative – they can be positive as well. Below is a list of some of the challenges Soldiers
and families face; this list is not designed to be all-inclusive.
(1) Taskings/Workload: a certain amount of work helps Soldiers feel like they are in
fact doing something meaningful; however, too many tasks or meaningless tasks
can be experienced negatively.
(2) Multiple deployments: many Soldiers have been deployed multiple times. While
deployment experiences can be valuable and result in personal growth, research
has shown that Soldiers on their second or more deployment are more likely to
report behavioral health symptoms during the deployment than Soldiers who are on
their first deployment.
(3) Deployment length: research shows that the longer the deployment, the more
likely Soldiers are to report behavioral health problems.
(4) Dwell time: dwell time refers to the length of time between deployments. Research
shows that if dwell time is less than three years, Soldiers are more likely to report
behavioral health problems during the deployment than when dwell time is longer.
A certain amount of dwell time seems essential to help Soldiers “reset” and
properly prepare for another deployment.
(5) Family separation: military life involves separation for combat and operational
deployments as well as for training and schools. As you know, a one-year
deployment can actually involve being away from home for more than one year;
these separations can be difficult on Soldiers and their Families.
(6) Financial and personal concerns: financial problems can place a strain on Soldiers
regardless of their deployment status. Personal concerns include problems with
family members and other events outside the military (and outside the control of
leaders).
(7) Sleep problems: sleep problems are an important topic that are not typically
addressed when talking about military life challenges; however, research shows
that Soldiers commonly report sleep problems, especially following a deployment.
In addition, Soldiers who have sleep problems report engaging in more risk-related
behaviors and are more likely to have behavioral health symptoms over the postdeployment period.
(8) Combat experiences: Soldiers report that combat experiences provide them the
chance to do what they are trained to do and demonstrate their courage, but these
experiences may also take a psychological toll. There are many different types of
experiences but research shows that in general, the more combat experiences
overall, the more likely Soldiers are to report behavioral health symptoms.
SH-2-2
It’s also probably not news to you that multiple deployers report higher acute distress than
those deploying for the first time. Soldiers on their second, third or fourth combat
deployments are at increased risk for low morale, degraded performance and emotional
problems. While it’s true that Soldiers on their second and especially those on their third or
fourth deployment are more likely to have anxiety, depression or post-traumatic stress
disorder (PTSD) symptoms, it’s important to realize not all Soldiers are at the same risk for
behavioral health issues and the majority do not report behavioral health problems.
In addition to the behavioral health problems above, Soldiers also report having anger and
relationship problems and more Soldiers report these problems four months after the
deployment than during reintegration (within the first month post-deployment).
Learning Step / Activity 2
Resilience and the Application of Leadership
What kinds of behavioral health symptoms do Soldiers experience?
Up to this point, we’ve talked about some behavioral health problems that Soldiers report
(post-traumatic stress disorder, depression, anxiety, anger problems, and relationship
problems). Now we’re going to shift slightly and talk about four behavioral health symptom
categories. Instead of focusing on diagnostic categories, we’re going to talk about symptom
categories. This kind of categorization may make it easier for leaders to track Soldier wellbeing in their units and to identify Soldiers who need help. Basically there are four categories
(domains):
(1) Cognitive (problems in thinking).
(2) Emotional (problems with feelings).
(3) Physical (problems with physical reactions).
(4) Behavioral (problems in how people act).
What kinds of behavioral health problems are leaders most likely to be able to observe?
As a leader and direct supervisor, you are more likely to see some of these behaviors than
more senior unit leaders but recognize that these behavioral reactions may take time to
develop and become apparent.
As noted in the NCO creed, “All Soldiers are entitled to outstanding leadership.” What does
proving outstanding leadership mean when you have a Soldier who is struggling with
behavioral health problems?
Listen; let them know you’re not simply going to “let this drop”. Listening helps the leader to
have a good understanding of the extent of the problem and ensures Soldiers understand
that their leader cares about them and they won’t have to deal with their problems alone.
Why would it be important not to simply let the problem drop?
It is important to understand that the likelihood of some problems getting worse over time and
the benefit to Soldiers when a leader demonstrates they actively track individual problems
SH-2-3
and care about their Soldiers. Know your limitations; encourage behavioral health
professional involvement as needed and early.
What does it mean to say “know your limitations”?
A problem may be outside of a leader’s lane. This kind of referral doesn’t mean the leader
stops being involved, it means that other assets and resources are called in to support the
Soldier. Have the resources that are available at your fingertips. Do the right thing, even if
that means your buddy may be angry at you.
What does your transition to a leadership role mean in terms of your relationship to Soldiers
in your unit? How have your relationships with junior Soldiers in your unit changed? What
role do you play in setting the unit climate?
There are many factors that affect and influence resilience.
(1) Individual background - refers to someone’s previous personal experiences
(personal history and family) and their personal demographics such as gender,
age, ethnicity, religion.
(2) Physical health and fitness - leaders may not be able to directly influence physical
health, they can support fitness through an effective PT program.
(3) Personal and spiritual strengths - Although leaders do not typically influence
spiritual strength directly, leaders can, however, emphasize and use the personal
strengths that each individual Soldier brings to the unit.
(4) Community support - resources and assets Soldiers can access for information,
help, and support.
(5) Family support - provide a family-friendly unit climate which in turn may help
families be more supportive of the Soldier.
(6) Cohesion - encouraging Soldiers to be good battle buddies and encouraging the
unit to work together.
(7) Meaningful work and dedication - reinforces the importance of the mission and the
significance of the contribution the individuals and the unit as a whole are making.
(8) Resilience skills - leaders teach, model, and demonstrate the three specific
resilience skills (covered later in this lesson).
(9) Leadership - makes a difference in terms of Soldiers’ ability to withstand challenges
and deployment-related demands.
All these variables affect how well Soldiers respond to challenges. What role do you play?
First, combat experiences make a difference. Regardless of leadership style, a high number
of combat experiences are associated with more reporting of behavioral health problems.
Second, leadership makes a difference, especially for the Soldiers who are reporting high
levels of combat experiences. When Soldiers report they had good leadership, they were
less likely to have behavioral health problems and this is true when they report experiencing
low and high levels of combat.
One concept that Soldiers can use to be more resilient and leaders can use to help their
Soldiers develop resilience is “thinking skills.” Soldiers with resilient thinking skills report
better behavioral health. Some examples of resilient thinking are seeing things more
positively, accepting military demands and professional identity, keeping a sense of humor,
SH-2-4
avoiding blaming or criticizing self, and having confidence in managing the stress reactions of
yourself and your buddies.
How can you lead in a way that demonstrates resilience?
Practicing an optimistic attitude builds positive emotion and gratitude. It also serves to
counteract the “negativity bias” (paying more attention to the bad than the good). Optimistic
Soldiers view adversity as a challenge and setbacks as temporary. Pessimists view adversity
as permanent and out of their control. It’s important to help Soldiers make the best out of a
bad situation, so, if one of your Soldiers is having a crappy day, leaders can help them have
the best crappy day possible.
Learning Step / Activity 3
Building Resilience in Soldiers
What kinds of behavioral health symptoms do Soldiers experience?
Comprehensive Soldier Fitness (CSF) ensures resilience training takes place:
(1) Across the Soldier’s life- cycle through Professional Military Education (PME)
during institutional training (like what you are receiving right now).
(2) Across the deployment-cycle through organizational training (targeted for pre-,
during and post-deployment).
(3) During periodic resilience training in units. Much of the training will be conducted
by unit Master Resilience Trainers (MRT, ASI 8R). MRTs have completed a two
week course on resilience skills and how to train these skills.
CSF has developed a holistic fitness program for Soldiers, Families and Army Civilians.
(1) CSF is not a single course, event or requirement. Physical fitness is not achieved
by a single PT session or visit to the gym – psychological strength is not achieved
by a single class or lecture. It’s achieved by Soldiers learning, practicing what they
have learned, seeing the results, and then learning more.
(2) CSF is not a stand-down or chain-teach program or something that you tap into in
the immediate aftermath of a crisis (e.g., the Fort Hood shootings, November
2009).
(3) CSF is not a “screening tool” for physical or psychological disease or dysfunction,
including suicide.
(4) CSF is not something we “do” after a Soldier has a negative psychological,
physical, social, or professional outcome.
The Comprehensive Soldier Fitness program has a four pillar approach.
(1) Global Assessment Tool (GAT): The GAT begins at accession and follows a
Soldier throughout their entire career.
(2) Comprehensive Resilience Modules (on-line): individualized training based on
performance outcomes stemming from completing the GAT.
(3) Institutional Military Resilience Training: a series of institutional (career life-cycle)
and operational (deployment-cycle) training modules and events that begin at initial
entry (both Officer and Enlisted). These training modules provide progressive
training on skills and techniques to improve resilience in self, subordinates and the
organization.
SH-2-5
(4) Master Resilience Trainers (MRTs): command-level resilience training subject
matter experts (SMEs) who are trained on mental and physical skills important for
building and maintaining resilience. MRTs will be in battalions and brigades as well
as at the installation level.
There are 12 Resilience Skills that MRTs learn. However, we’re going to review a few of
them here to get you started. Our focus will be on:
(1) Assertive Communication,
(2) Putting It In Perspective (PIIP), and
(3) Active Constructive Responding (ACR).
Learning Step / Activity 4
Resilience Skills: Assertive Communication
The first of three resilience skills that will be covered in this training module is Assertive
Communication. Assertive Communication is sometimes called Effective Communication.
Assertive Communication is used to communicate confidently, clearly and in a controlled
manner (the 3 Cs), especially during a conflict or challenge. This skill helps build the ability of
leaders to connect with others while moving towards a goal. We’re going to talk about the
difference between Aggressive, Passive and, Assertive Communication. Each style of
communication will be described in terms of the goal, the behaviors associated with it and the
underlying beliefs.
(1) Aggressive Communication – the goal is to intimidate. Typically, these are
individuals that must have the last word, will talk “over” the other person, have out
of control emotions, and are accusatory or denigrating. Avoid labeling Aggressive
Communication as bad; focus instead on the outcome of Aggressive
Communication and the degree to which it is effective in different situations.
(2) Passive Communication – the goal is to appease. Typically these individuals will
be quiet, avoid eye contact, are withdrawn, sulking, submissive, fearful, etc.
Passive Communication usually lacks clarity. As with Aggressive Communication,
avoid labeling Passive Communication as bad. Instead focus on the outcome of
Passive Communication and the degree to which it is effective in different
situations.
(3) Assertive Communication – the goal is to understand the other individual’s
perspective and move together toward a positive outcome. Typically, these
techniques are important in dealing with family and colleagues but you may prefer
to a use a different communication style in combat or in your role as a leader.
Assertive Communication is both individuals being relatively satisfied with the
communication and the focus remains on problem-solving.
Communication styles are skills – not personality styles. Assertive Communication takes
some practice.
SH-2-6
ENABLING LEARNING OBJECTIVE B
Describe the IDEAL model and the resilience skill of Putting It In Perspective (PIIP).
Learning Step / Activity 1
Assertive Communication and the IDEAL Model
Let’s talk about some opportunities that may arise where the use of Assertive Communication
may be the most appropriate style of communication. Suppose you have to confront
someone about a problem, and you don’t expect the conversation to go well. Notice these
examples are within families and with peers, they are not examples of talking to one of your
leaders. For example:
(1) A WLC classmate has been seen drinking and driving recently.
(2) Your roommate keeps borrowing your things without asking.
(3) Your spouse is spending too much money on things you do not think are important.
Can you think of an example where you had to confront someone?
As we discussed earlier, there may be situations where using styles other than Assertive
Communication may be appropriate in dealing with certain individuals (superiors, your
platoon, etc.) but typically the Assertive Communication style will lead to optimal outcomes.
How can Assertive Communication be assured? The “IDEAL” model that we’ll now discuss is
a good method for assuring this optimal style of communication. The IDEAL model uses an
acronym to highlight key steps in ensuring clear and productive communication. It may be
useful to your role as a leader when faced with providing clear guidance to a Soldier about
his/her behavior.
(1) I = Identify and understand the problem. Put it in perspective for the person if
necessary (we’ll talk about how to do that later). Watch out for “all-or-nothing”
thinking (also called a “thinking trap”), catastrophic thinking and deeply held beliefs
(“icebergs”).
(2) D = Describe the problem objectively and accurately. The specific who, what,
when, and where. Focus on a specific and recent event and minimize
exaggeration.
(3) E = Express your concerns and how you feel (when appropriate). Use “I” rather
than “you” when communicating. Again, minimize exaggeration.
(4) A = Ask for the other person’s perspective. Use “what” and “how” questions – not
“why” questions. For example, ask “What do you think about this?” “How is it from
your perspective?” Repeat (paraphrase) what you’ve heard in order to check that
you’re hearing them accurately. Then ask for a change that’s both reasonable and
doable, and passes the “good faith” test.
(5) L = List the positive rather than the negative outcomes. Emphasize that rewards
typically work better than punishments so naming a positive outcome is often more
effective than threatening a negative outcome. For example, “If you do your share
of the work, I’ll help you out more.”
SH-2-7
How will Assertive/Effective Communication help you as a leader?
Using the Assertive Communication style doesn’t always guarantee that you’ll get what you
want. However, Assertive Communication helps you express your concerns and what you
want, even when you don’t reach the outcome you’d like, or the other person doesn’t react in
the way you wanted.
Learning Step / Activity 2
Resilience Skills: Putting It In Perspective
The second of the three resilience skills that will be covered in this training module is Putting
It In Perspective (PIIP). Put It In Perspective stops catastrophic thinking, reduces anxiety and
improves problem solving by focusing on the implications of an adversity and identifies the
worst, best and most likely outcomes of a situation.
Catastrophic thinking can waste critical energy when Soldiers ruminate about the irrational
worst case outcome of a situation. This type of thinking may prevent a Soldier from
accurately assessing a situation and taking purposeful action. PIIP helps Soldiers and
leaders to avoid going in circles, to move beyond ruminating, to assess the problem, and to
look for viable solutions.
As leaders, you will often be called upon to thoroughly analyze a situation or event. This may
involve identifying the best, worst and most likely outcome and developing contingencies to
deal with them. Good leaders identify the potential worst case and have a plan to deal with it.
While contingency planning (planning for the Worst Case Scenario) is productive,
catastrophizing is not. Catastrophizing is a slippery slope. It is a type of downward-spiral
thinking or thinking that goes in circles. Catastrophizing is not simply pessimism, its
rumination (repeatedly thinking or worrying about something) which prevents purposeful
action.
One tool to use to combat the downward spiral of catastrophizing is PIIP. PIIP helps to build
optimism. PIIP lowers anxiety so that you are able to accurately assess the situation and
make a plan to deal with it.
These are the four steps of Putting It In Perspective. Always go in order, from worst case to
the most likely outcomes. As you’ll see, the order matters.
(1)
(2)
(3)
(4)
Step 1:
Step 2:
Step 3:
Step 4:
List the worst case outcomes.
List the best case outcomes.
List the most likely outcomes.
Identify a plan for dealing with most likely.
The skill of Putting It In Perspective helps to build the competency of optimism. PIIP is a skill
to use to stop someone from making a mountain out of a molehill (a big problem out of a
small problem) or a Himalaya out of a mountain (a gigantic problem out of a big problem), to
identify the most likely outcomes and develop a plan for dealing with those outcomes.
SH-2-8
Best Case Scenario Thinking may be more challenging to list than Worst Case Scenario
Thinking because of the “negativity bias.” The negativity bias happens when people tend to
see the world through lenses tinted with pessimism. They focus on the negative, ignoring the
positive. While focusing on the negative is relatively easy to do, focusing on the positive may
take practice but it can build optimism, which is associated with greater well-being over time.
The Most Likely scenario will probably include some 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 attention and planning - catastrophic scenarios do not.
Recognize that, even if you do not have catastrophic thinking, as a leader, PIIP is an
important skill to learn in case one of your Soldiers engages in catastrophic thinking. Be
careful when applying this skill with others; sometimes people just want you to listen – not
have you help solve a problem. However, this can be a useful process to walk Soldiers
through during counseling. PIIP is a skill that helps you stop catastrophic thinking, reduce
anxiety and improve your problem solving by focusing on the most likely implications of an
adverse event. Use the four steps (always in order) of listing the Worst Case outcomes, Best
Case outcomes and then identifying the Most Likely outcomes. Finally, Develop a Plan of
Action to address the Most Likely scenario.
As leaders, we may need to acknowledge that sometimes negative things do happen (e.g.,
there are real-world dangers where Soldiers can be wounded or killed, couples do break up,
etc.). Leaders should use PIIP to help reduce anxiety but need to be careful not to be
perceived as callously dismissing real-world concerns.
PIIP can help you stop catastrophic thinking, reduce anxiety and improve problem solving by
focusing on the implications of an adverse event and identifying the Worst Case, Best Case
and Most Likely outcomes of a situation. Catastrophic thinking can waste critical energy
when Soldiers ruminate about the irrational Worst Case outcome of a situation. This type of
thinking may prevent a Soldier from accurately assessing a situation and taking purposeful
action.
ENABLING LEARNING OBJECTIVE C
Describe the resilience skill of Active Constructive Responding (ACR) and Praise.
Learning Step / Activity 1
Active Constructive Responding and Praise
The final resilience skill that will be covered in this training module is Active Constructive
Responding (ACR) and Praise. ACR helps to build connection and can strengthen
relationships by responding actively and constructively to others’ positive experiences. The
way you respond when someone shares a positive experience with you will affect the
strength of that relationship.
When a person makes a mistake, Effective Criticism names the process, strategy and
behavior that led to the problem and pinpoints how to correct the problem. Effective Praise
identifies what the person did that brought about the positive outcome and sets up “winning
streaks” (more positive outcomes follow each other).
SH-2-9
There are four typical styles of responding when someone shares good news and talk about
positive experiences; however, only one of the four styles leads to stronger relationships.
Think about which style of responding is most common for you.
Recognize that positive experiences can be big or small and the positive experience may not
be important to you, but it may be important to the person telling you about it. Of all the
people in the world, they picked you to share it with. When someone shares good news with
you, it may mean they think a lot of you and want to share their happiness. Examples of
positive experiences may include:
(1)
(2)
(3)
(4)
I maxed my PT test.
I passed a tough exam.
I just got promoted.
I called home last night and had a great conversation.
Constructive
Destructive
Active
Authentic interest,
elaborates the
experience; person
feels validated and
understood
Squashing the event,
brings conversation to a
halt; person feels ashamed,
embarrassed, guilty, or
angry
Passive
Research shows that people who make it a habit to share their positive experiences are
happier – and they make the people they share their experiences with happier. As a leader
you can strengthen relationships by responding actively and constructively to others’ positive
experiences.
Quiet, understated
support; conversation
fizzles out; person feels
unimportant,
misunderstood,
embarrassed, or guilty
Ignoring the event;
conversation never starts;
person feels confused,
guilty, or disappointed
Figure 1
Take a look at Figure 1. Notice there are four cells: Active Constructive, Passive
Constructive, Passive Destructive, and finally Active Destructive. Also notice the upper left
cell – a key word in the Active Constructive box is authentic. Being authentic is beneficial
when responding to good news because people can often tell when someone is being phony
and it can undermine the conversation.
(1) Active Constructive Responding (AC): The person responding offers praise; asks
questions and encourages the person with the good news to elaborate on the
positive experience by eliciting more information and asking questions that draw
out details of the situation and its meaning.
(2) Passive Constructive Responding (PC): The person responding is not actively
engaged in the conversation and does little to build on the conversation or explore
the situation.
SH-2-10
(3) Passive Destructive Responding (PD): The person responding ignores the event
by sidetracking the conversation or switching topics completely.
(4) Active Destructive Responding (AD): The person responding actively points out
negative implications of the situation and highlights the down sides of the event.
Active Constructive Responding helps the person with the good news enjoy the experience a
little longer. It’s not about cheerleading, it’s about helping the other person relive the positive
event. ACR allows the person to savor their good news and leads to trust, camaraderie, wellbeing, and positive emotions. However, Active Destructive Responding, is being pessimistic
and negative about another person’s good news and turns a positive into a negative.
Modulation (choosing the correct tone) of your response is also important. That is, it’s
important to regulate your response based on the situation and needs of the other person
(e.g., if the person who shares good news is modest, offering lots of praise might embarrass
him/her and shut him/her down). The skill is learning how to be active and constructive in a
way that feels right to the other person.
Using ACR doesn’t mean you can’t bring up legitimate concerns but the key is optimally
timing your communication of these concerns. For example, you may want to express
excitement and wait to express your concerns at a later point.
Remember that it’s not always just your words. Your body language, facial expressions and
tone paint a picture as vividly as your words do.
Remember, ACR doesn’t mean that you can never share concerns about another person’s
good news. However, you can ask yourself whether the concerns need to be pointed out
immediately or whether you can first share in the positive experience and point out concerns
in the next conversation.
As leaders it’s your job is to watch out for a Soldier’s long-term well-being so there may be
times when ACR isn’t the response you’ll use. For example, a Soldier tells you he bought an
expensive, new car and you know that he has financial problems.
In this next section we’ll introduce the skills of Effective Criticism and Effective Praise.
When someone we care about fails, underperforms or struggles, it may not be effective to
say, “Man, you’re dumb as a rock.” Effective criticism names the process, strategy and
behavior that led to the problem; e.g., “You’re holding your breath before you fire. Remember
to breathe.” (and pinpoints how to correct it).
Now let’s cover Effective Praise. Effective Praise is a skill that helps you names the specific
strategy, effort or skill that led to the good outcome. When you recognize someone and offer
praise, name the specific strategy, effort or skill that led to the good outcome. Even though
this approach may only be one sentence, it can be powerful.
Often, when someone we care about succeeds or does well, we say, “Good job!” or “Way to
go!” or give them the “thumbs up.” We skip the process, strategy and behavior that led to the
good outcome. This type of praise does not communicate how the person brought about the
positive outcome. Therefore, it lacks the information that will enable them to replicate it. For
SH-2-11
example, instead of saying good job - say “Good job picking the route – that was a great PT
run this morning”.
Naming strategy does three things:
(1) Demonstrates you were really paying attention.
(2) Demonstrates authenticity.
(3) Enables winning streaks.
Remember, Effective Praise names the specific strategy, effort or skill that led to the good
outcome. Effective Praise teaches the person how they brought about the positive outcome
so they can replicate it in the future.
SH-2-12
Student Handout 3
Extracted Material from Resilience Training for the Warrior Leader Course - WLC
Student Handout
This student handout contains nine pages of extracted material from the
following publication:
Resilience Training for the Warrior Leader Course - WLC Student Handout, September
2010
Cover Page
page 1
Table of Contents
page 2
Communications Scenario: IDEAL Model
page 3
Put It In Perspective Practice
pages 4 and 5
Active Constructive Responding
page 6
Active Constructive Responding:
What are Your Patterns?
pages 7 and 8
One Sentence
page 9
Disclaimer: The training developer downloaded the extracted material from the U.S.
Army Medical Department Resilience Training web site located at:
https://www.resilience.army.mil/sso/lifecycle/wlc.cfm
The text may contain passive voice, misspellings, grammatical errors, etc., and may
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SH-3-1
Resilience Training
For the Warrior Leader Course - WLC
Student Handout
Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich. September 2010
SH-3-2
Table of Contents
Communications Scenario: IDEAL Model ...................................................................................................... 3 Put It In Perspective Practice ........................................................................................................................ 4 Active Constructive Responding ................................................................................................................... 6 Active Constructive Responding: What are your patterns? .......................................................................... 7 Communications Scenario: IDEAL Model ...................................................................................................... 9 One Sentence .............................................................................................................................................. 10 Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
SH-3-3
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CommunicationsScenario:IDEALModel
Instructions: Identify a scenario in your own life where Effective Communication would be
helpful. Work through the IDEAL model to develop your Effective Communication plan.
Describe the scenario: I Identify and understand the problem (use appropriate thinking skills to accurately
understand the problem): D E A L Describe the problem objectively and accurately (the who, what, when, and where): Express your concerns and how you feel (when appropriate): Ask the other person for his/her perspective and then ask for a reasonable change: List the outcomes:
Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
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PutItInPerspectivePractice
Describe the Event: 1. Worst Case: 3. Most Likely: List the Most Likely outcomes List your WCST 2. Best Case: List equally unlikely BCST Describe your plan for dealing with the Most Likely Scenario:
Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
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Put It In Perspective Practice (continued)
Worst Case
1. How were your mood, focus, and energy level?
2. How effective is your problem solving when you are in this mode?
3. How “real” are you feeling when you are in this mode?
Best Case
4. How were your mood, focus, and energy level while creating the positive
outcomes?
5. Did negative thinking bias you?
6. What problem solving flows from Best Case?
Most Likely
7. How were your mood, focus, and energy level while creating the Most Likely
list?
8. What problem solving flows from listing the Most Likely outcomes?
Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
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ActiveConstructiveResponding
Based on the work of Shelly Gable, Ph.D.
Active Constructive Responding is based on the work of Dr. Shelly Gable. Dr. Gable
studies the effects of sharing a positive experience with others and the effect that the
other person’s response to our positive experience has on our relationship.
There are four different types of responses a person can have when someone shares a
positive experience. The four responses are:
Of the four cells, only Active
Constructive responses
enhance the well-being of
both parties. Below are
examples of each of the four
styles of responding:
Active Constructive
Responding: The person
responding offers Praise, asks
questions and helps the sharer
to elaborate on the positive
experience by eliciting more
information and asking
questions that draw out details
of the situation and its
meaning.
Passive Constructive Responding: The person responding is not actively engaged
in the conversation and does little to build on the conversation or explore the
situation.
Passive Destructive Responding: The person responding ignores the event by
sidetracking the conversation or switching topics completely.
Active Destructive Responding: The person responding actively points out negative
implications of the situation and highlights the down sides of the event.
Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
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Active Constructive Responding: What are your patterns?
Step 1: Make a list of the key people in your life (e.g., family member, friends,
colleagues, Platoon members, etc.). _________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Step 2: Think about which box indicates the style of responding that is typical of you
with that individual (consider what you say, how focused versus distracted you are,
your body language, etc.). Record each individual’s name in the box that indicates
your typical way of responding to their positive events.
Destructive Active Constructive Passive Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
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Active Constructive Responding: What are your patterns?
(Continued)
Step 3: Check for factors that influence your style of communicating.
a) What factors drive you into boxes other than ACR?
My mood
My energy level
How busy I am
Icebergs
Family of origin
Institutional values/norms
Noticing problems with what the person shares
______________________________
______________________________
______________________________
b) Which of your strengths help you stay in the ACR box?
Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
SH-3-9
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OneSentence
Instructions: For each of the skills listed below write one sentence that captures the
main point of the skill in your own words and will serve as a reminder of how to use
the skill effectively.
Effective Communication Put It In Perspective Active Constructive Responding and Praise Copyright 2009 by The Trustees of the University of Pennsylvania. All rights reserved. Adapted by the U.S. Army from materials originally authored by Dr. Karen Reivich.
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