Stopping the Senseless Violence Before It Starts - Anti-Bullying and Jared Lee Loughner

14. January 2011 by John Schinnerer.

The recent shooting that took place in Tucson, Arizona on January 8th, 2011 involving Jared Lee Loughner is an example of the deep pain, anger and frustration many Americans have suffered in the past few years. It is difficult to believe that anyone could walk into a peaceful gathering and open fire on a group of unarmed civilians which included children. It is apparent from his YouTube channel and his cowardly actions that Jared Lee Loughner suffers from a mental disorder. Which one is a matter of speculation at this point.

The violent actions of Mr. Loughner caused me to reflect on an article I wrote a couple years ago about the long-standing and deleterious effects of bullying on its victims. Interestingly, research has shown that it is not only punches that harm us, but malicious words as well.

New research from the Secret Service and the U.S. Department of Education on 37 school shootings, including Columbine showed that almost 75% of student shooters felt bullied, threatened, attacked or injured by others. Several shooters reported experiencing long-term, intense bullying and harassment from their classmates.

I wonder to what extent Jared Lee Loughner suffered at the hands of bullies in his upbringing. On the other hand, to what extent did he bully others?

It is doubtful that any school-based program would have been sufficient to derail the heinous act of gunning down a federal judge, a congresswoman (Gabrielle Giffords) and several others. However, it is necessary to continue to get the message out that there is an undeniable wave of anger, frustration, stress and rage that is sweeping through the U.S. like a wildfire. 

It is our obligation to do everything we can to turn down the volume on this anger - angry rhetoric, bullying threats, intolerance, and all-or-nothing thinking. To that end, I am reprinting my article which an in depth look at bullies, their victims and what you can do to help out on either side.

Stopping Bullies Before They Wind Up Behind Bars

John Schinnerer, Ph.D.

Guide To Self, Inc.

A ten-year-old boy is told repeatedly that he is a “weakling” and a “girly man,” yelled at and teased in a tone of voice tinged with disgust and disdain. Is this bullying? What if it leads to a fist fight? How do you know when someone crosses the line between cruel teasing and bullying? Does emotional bullying have any “real” physical consequences? And perhaps, most importantly, if you are dealing with a true bully, what do you do about it? Let’s start by figuring out what bullying is and then move on to what the consequences are and the best ways to deal with it.

Bullying Defined

Bullying takes place when a one or more kids repeatedly harass, intimidate, hit, or ignore another youngster who is physically weaker, smaller or has a lower social status. Realize that adults can also engage in bullying, particularly what I call emotional bullying. However, today we’ll focus on young people.

Note that a single fistfight between two kids of similar size and social power is not bullying; neither is the occasional teasing.

Physical bullying is seen in both boys and girls, but it is more common among boys. Girls typically use emotional bullying more so than boys. Bullying can take a number of forms.

• Bullying can be physical (hitting, shoving, or taking money or belongings) or emotional (Causing fear by threats, insults and/or exclusion from conversations or activities).
• Boys tend to use physical intimidation (hitting or threatening to hit) as well as insults, and they often act one-on-one. Girls are more likely to bully in groups by using the silent treatment towards another girl or gossiping about her.
• Kids are often bullied through putdowns about their appearance, such as being teased about being different than other children or for the way they talk, dress, their size, their appearance and so on. Making fun of children’s religion or race occurs far less frequently. ¹

Bullying begins in elementary school and is most common in middle school; it fades but not completely in high school. It usually occurs in school areas that are not well supervised by teachers or other adults, such as on playgrounds, lunch rooms, and bathrooms. Much of it takes place after school at a location known to students and unsupervised by adults. When I was in middle school, there was a Christmas tree farm where all fights took place. When I was a psych at a middle school, there was a dry creek bed nearby where fights took place. There is always a certain spot that is well known to the students where altercations occur. One way to prevent bullying is to be aware of this spot and police it regularly after school. And realize that the spot will move as soon as the adults become aware of it.

Bullying is aggressive behavior that is intended to cause harm or distress, occurs repeatedly over time, and occurs in a relationship in which there is an imbalance of power or strength. Bullying can take many forms, including physical violence, teasing and name-calling, intimidation, and social exclusion. It can be related to hostile acts perpetrated against racial and ethnic minorities, gay, lesbian, and bi-sexual youth, and persons with disabilities.

Ninety percent of 4th through 8th graders report being victims of some form of bullying at some time in their past.  Boys are typically more physically aggressive (physical bullying), whereas girls rely more on social exclusion, teasing, and cliques (verbal or emotional bullying). Bullying can also take the form of cyber communication, e.g., via email (cyber bullying). It is estimated that one in four boys who bully will have a criminal record by age 30.

Who are the bullies?

Children who regularly bully their peers tend to be impulsive, easily frustrated, dominant in personality, have difficulty conforming to rules, view violence positively and are more likely to have friends who are also bullies. Boys who bully are usually physically stronger than their peers.

Moreover, several risk factors have been associated with bullying, including individual, family, peer, school, and community factors. With respect to family factors, children are more likely to bully if there is a lack of warmth and parent involvement, lack of parental supervision, and harsh corporal discipline. Some research suggests a link between bullying behavior and child maltreatment. Also, schools that lack adequate adult supervision tend to have more instances of bullying.

Psychological research has debunked several myths associated with bullying, including one that states bullies are usually the most unpopular students in school. A 2000 study by psychologist Philip Rodkin, PhD, and colleagues involving fourth-through-sixth-grade boys found that highly aggressive boys may be among the most popular and socially connected children in elementary classrooms, as viewed by their fellow students and even their teachers. Another myth is that the tough and aggressive bullies are basically anxious and insecure individuals who use bullying as a means of compensating for poor self-esteem. Using a number of different methods including projective tests and stress hormones, Olweus concludes that there is no support for such a view. Most bullies had average or better than average self-esteem.

Who is being bullied?

Children who are bullied are often cautious, sensitive, insecure, socially isolated, and have difficulty asserting themselves among their peers. Boys who are bullied tend to be physically weaker than their peers. Children who have been victims of child abuse (neglect, physical, or sexual abuse) or who have disabilities are also more likely to be bullied by their peers.

How common is bullying?

In 2002, it was reported that 17 percent of students reported having been bullied “sometimes” or more frequently during the school term. About 19 percent reported bullying others “sometimes” or more often. And six percent reported both bullying and having been bullied. However, in a 2003 study from UCLA, it was reported that almost 50% of sixth graders in two Los Angeles-area public schools report being bullied by classmates during a five-day period.

New research from the Secret Service and the U.S. Department of Education on 37 school shootings, including Columbine, found that almost three-quarters of student shooters felt bullied, threatened, attacked or injured by others. In fact, several shooters reported experiencing long-term and severe bullying and harassment from their peers.

What’s more, roughly 45% of teachers report having bullied a student in their past. This comes from a 2006 study which defined bullying “using power to punish, manipulate, or disparage a student beyond what would be a reasonable disciplinary procedure.”

The effects of bullying

Bullying exerts long-term and short-term psychological effects on both bullies and their victims. Bullying behavior has been linked to other forms of antisocial behavior, such as vandalism, shoplifting, skipping and dropping out of school, fighting, and the use of drugs and alcohol.

Victims of bullying experience loneliness and often suffer humiliation, insecurity, loss of self-esteem, and thoughts of suicide. Furthermore, bullying can interfere with a student’s engagement and learning in school. The impact of frequent bullying often accompanies these victims into adulthood. A study done in 2003 found that emotional bullying such as repeated name-calling has as much of a damaging impact on well-being as being beat up. Dr. Stephen Joseph, from the University of Warwick, states, “Bullying and particularly name calling can be degrading for adolescents. Posttraumatic stress is an anxiety disorder that can develop after exposure to a frightening event or ordeal in which physical harm occurred or was threatened, and research clearly suggests that it can be caused by bullying. It is important that peer victimization is taken seriously as symptoms such as insomnia, anxiety and depression are common amongst victims and have a negative impact on psychological health.”

As with smoking and drinking, youthful bullying can have serious long-term effects. Norwegian psychologist Dan Olweus, PhD, for example, reported in “Bullying at School: What We Know and What We Can Do” (Blackwell, 1993) that 60 percent of boys who bully had at least one conviction by age 24, and 40 percent had three or more convictions.

Other studies found that about 20 percent of American middle school children say they bully others sometimes. Such youngsters tend to have multiple problems: They’re more likely to fight, steal, drink, smoke, carry weapons and drop out of school than non-bullies.

That said, recent research has exploded some common myths about bullies: in particular, that they’re isolated loners with low self-esteem. In fact, many bullies are reasonably popular and tend to have “henchmen” who aid their negative behaviors.

New and innovative research

A nationally representative study of 15,686 students in grades six through 10, published last year in the Journal of the American Medical Association (Vol. 285, No. 16) is among the most recent to document the scope of bullying in U.S. schools.

This study found that:

* Bullying occurs most frequently from sixth to eighth grade, with little variation between urban, suburban, town and rural areas.

* Males are more likely to be bullies and victims of bullying than females. Males are more likely to be physically bullied, while females are more likely to be verbally or psychologically bullied.

* Bullies and victims of bullying have difficulty adjusting to their environments, both socially and psychologically. Victims of bullying have greater difficulty making friends and are lonelier.

* Bullies are more likely to smoke and drink alcohol, and to be poorer students.

* Bully-victims–students who are both bullies and recipients of bullying–tend to experience social isolation, to do poorly in school and to engage in problem behaviors such as smoking and drinking.

In the past, bullying behavior was looked at in an either/or fashion – either you are a bully or you are a victim. However, some children report that they’re both a bully and a victim at different times.

Bully-victims experience higher levels of depression and anxiety than the bully-only group or the victim-only group. Those who fall into the bully-victim subgroup are more troubled in terms of internal problems. They carry a great deal of anger, fear and sadness within them and don’t have any tools to release it.

Studies have shown that, despite thinking they know how to identify bullies, teachers aren’t all that good at actually doing so. Administrators and teachers in schools overestimate their effectiveness in identifying and intervening in bullying situations.

This can have troubling implications. For example, to contain costs, some schools hold intervention programs in group settings.  If bully-victims are in the group, they may cause problems for students who are solely victims. It’s more productive for bully-victims to be treated separately.

Mediation programs for bullies and victims are also problematic. Peer mediation may be appropriate in resolving conflict between students with equal power, but bullying is a type of victimization. Just as child abuse is a form of victimization between parties of unequal power, so too is bullying.  

Solutions for bullying

Many anti-bullying programs don’t use research and are thus are likely to fail. Those that work off the myth that the root of bullying is low self-esteem may produce more confident bullies but they probably won’t have a significant effect on any bullying behavior.

What’s more, the common approach of grouping bullies together for group counseling tends to increases their bullying. You’ve just put them in a peer group of bullies who reinforce their destructive behaviors.

And conflict resolution or mediation–which assumes equal power between bullies and their victims–may retraumatize those who have been bullied. Pop treatments usually fail because they focus on only one aspect of the problem.

Bullying is a complex problem. There are multiple reasons for bullying. Successful programs take a holistic approach to preventing bullying. This means that they create new school norms for acceptable behavior, involving all facets of the school–students, parents and teachers, psychologists and more.  

 Global buffers

Indeed, key to the success of any intervention is appropriate adult guidance and support, presenters agreed. Adults supervise their children about 40 percent less than they did 30 years ago, statistics show, and this and related phenomena have been correlated with problem behaviors. The trend, they added, occurs at a time when teens report wanting more parental attention and family time.

Research shows that parents can be effective interventionists. In a 2001 article, when parents learned to effectively communicate information on binge drinking to their precollege teens, the young people returned from their first semester of college significantly less likely to drink than a control group.

Teaching your children emotional intelligence, the ability to manage one’s emotions results in less illicit drug use and far less physical violence. Those with lower EI had more substance abuse problems and more frequent fights.  

The biggest challenge for teens is to develop the self-regulatory abilities implied by high emotional intelligence, and that adults can aid in that process. That’s why I’m always talking to you about how to identify your emotions, reminding you to breathe deeply, stressing the importance of journaling, prayer, exercise, yoga, meditation and so on. These are all ways to become more aware of your emotions, so you can in turn manage your emotions more effectively. It’s all about emotional intelligence folks.

Parents must also be involved in their children’s lives and intervene in a supportive and empathetic nature if they believe their child or another child is being bullied. To help prevent bullying, parents should enforce clear and concise behavioral guidelines and reward children for positive, inclusive behavior.  Furthermore, parents should seek assistance from the school’s principal, teachers, and counselors if concerns regarding their child’s or another child’s behavior arises.

Sometimes bullying is easy to spot–a child pushing another on the playground or shoving a classmate’s face into the water fountain. Other times bullying is less overt–children spreading rumors, teasing peers or excluding a classmate from games at recess. This veiled type of bullying–known as relational or covert aggression–can be harder for parents and teachers to see and prevent. What’s more, previous research suggests that relational aggression increases and intensifies as children get older and become more emotionally and socially sophisticated.

Studies report that the rates of aggression are rising in middle school girls. “It’s always been the case that we expect rates of aggression and delinquency to increase for boys, while girls were considered somewhat protected,” said Julia Graber, a UF psychologist who did the research. “In this study, it’s clear that the differences between girls and boys are diminishing.”

Unlike boys, girls in the study reported feeling increasing amounts of anger between sixth and seventh grades, she said. Both groups reported a decline in self-control.

The study of 1,229 students at 22 public and parochial schools in New York City found that the percentage of girls committing five or more aggressive acts in a month, such as “hitting someone” or “pushing or shoving someone on purpose” jumped from 64 percent to 81 percent between sixth and seventh grades. For boys, it rose from 69 percent to 78 percent.

“Girls’ entry into adolescence is generally thought of as a vulnerable time for depression, and studies tend to focus on girls’ emotional experiences with sadness and depressed moods,” Graber said. “What’s interesting about this study is that we see an increase in a different negative emotional experience, and that’s anger.”

Bullying among primary school age children has become recognized as an antecedent to more violent behavior in later grades. Statistics on violence in our country tell a grim story with a clear message. Some children learn how to dominate others by foul means rather than by fair, setting a pattern for how they will behave as adults (bullies). Other children are more easily dominated, suffer miserably, often in silence, and develop a victim mentality that they may be unable to over-come as adults (victims). Action is needed to end purposeful harassment, and bullying.

Signs that a child is being bullied

Children who are being bullied may be embarrassed to talk about what is going on. Parents (or other adults) may notice signs that point to bullying. Your child may:

• Have scrapes, bruises or other signs of physical injury.
• Come home from school without some belongings such as clothes, or money.
• Come home from school quite hungry, saying they lost his or her lunch.
• Develop ongoing physical problems, such as headaches or stomachaches.
• Have sleep disturbances and nightmares.
• Pretend to be sick or make other excuses to avoid school or other situations.
• Change their behavior, such as withdrawing, becoming sad, angry or aggressive.
• Cry often.
• Become more fearful when certain people or situations are mentioned.
• See a sudden drop in grades or have more difficulty learning new material.
• Talk about suicide as a way out.

How to help the child who is being bullied

The key to helping your child deal with bullying is to help him or her regain a sense of dignity and recover damaged self-esteem. To help ward off bullies, give your child these tips:

• Hold the anger. It’s natural to want to get really angry with a bully, but that’s exactly the response the bully is aiming for. Not only will getting angry or aggressive not solve the problem, it will only make it worse. Bullies want to know they have control over your child’s emotions. Each time they get a reaction from your child, it adds fuel to the bully’s fire - getting angry just makes the bully feel more powerful. Remind your child that anyone that makes you angry has control over you. Help your child work at staying calm through deep breathing and turning their attention to more pleasant thoughts while being picked on.
• Never get physical or bully back. Emphasize that your child should never use physical force (like kicking, hitting, or pushing) to deal with a bully. Not only does that show anger, your child can never be sure what the bully will do in response. Tell your child that it’s best to hang out with others, stay safe, and get help from an adult.
• Act brave, walk away, and ignore the bully. Tell your child to look the bully in the eye and say something like, “I want you to stop right now.” Counsel your child to then walk away and ignore any further taunts. Encourage your child to “walk tall” and hold his or her head up high (using this type of body language sends a message that your child isn’t vulnerable). Bullies thrive on the reaction they get, and by walking away, or ignoring hurtful emails or instant messages, your child will be telling the bully that he or she just doesn’t care. Sooner or later, the bully will probably get bored with trying to bother your child.
• Use humor. If your child is in a situation in which he or she has to deal with a bully and can’t walk away with poise, tell him or her to use humor or give the bully a compliment to throw the bully off guard. However, tell your child not to use humor to make fun of the bully.
• Tell an adult. If your child is being bullied, emphasize that it’s very important to tell an adult. Teachers, principals, parents, and lunchroom personnel at school can all help to stop it. Studies show that schools where principals crack down on this type of behavior have less bullying.
• Talk about it. It may help your child to talk to a guidance counselor, teacher, or friend - anyone who can give your child the support he or she needs. Talking can be a good outlet for the fears and frustrations that can build when your child is being bullied.
• Use the buddy system. Enlisting the help of friends or a group may help both your child and others stand up to bullies. The bully wants to be recognized and feel powerful, after all, so a lot of bullying takes part in the presence of peers. If the bully is picking on another child, tell your child to point out to the bully that his or her behavior is unacceptable and is no way to treat another person. This can work especially well in group situations (i.e., when a member of your child’s circle of friends starts to pick on or shun another member). Tell your child to make a plan to buddy up with a friend or two on the way to school, on the bus, in the hallways, or at recess or lunch - wherever your child thinks he or she might meet the bully. Tell your child to offer to do the same for a friend who’s having trouble with a bully. When one person speaks out against a bully, it gives others license to add their support and take a stand, too.
• Develop more friendships by joining social organizations, clubs, or sports programs. Encourage regular play visits with other children at your home. Being in a group with other kids may help to build your child’s self-esteem and give your child a larger group of positive peers to spend time with and turn to.

Of course, you may have to intervene in persistent cases of bullying. That can involve walking to school with your child and talking to your child’s teacher, school counselor, or principal. Safety should be everyone’s concern. If you’ve tried the previous methods and still feel the need to speak to the bullying child’s parents, it’s best to do so within the context of the school, where a school official, such as a counselor, can mediate.

If your child is the bully
Learning your child is the bully can be shocking. But it’s important to remain calm and avoid becoming defensive, as that can make a bad situation worse. You may have a greater impact if you express disappointment - not anger - to your child.

Because bullying often stems from unhappiness or insecurity, try to find out if something is bothering your child. Children who bully aren’t likely to confess to their behavior, but you’ll need to try to get your child to talk by asking some specific, hard-hitting questions, such as:

• How do you feel about yourself?
• How do you think things are going at school and at home?
• Are you being bullied?
• Do you get along with other kids at school?
• How do you treat other children?
• What do you think about being considered a bully?
• Why do you think you’re bullying?
• What might help you to stop bullying?

To get to the bottom of why your child is hurting others, you may also want to schedule an appointment to talk to your child’s school counselor or another mental health professional (your child’s doctor should be able to refer you to someone).

If you suspect that your child is a bully, it’s important to address the problem to try to mend your child’s mean ways. After all, bullying is violence, and it often leads to more antisocial and violent behavior as the bully grows up. In fact, as many as one out of four elementary school bullies have a criminal record by the time they’re 30.

Helping your child stop bullying
Although certainly not all bullying stems from family problems, it’s a good idea to examine the behavior and personal interactions your child witnesses at home. If your child lives with taunting or name-calling from a sibling or from you or another parent, it could be prompting aggressive or hurtful behavior outside the home. What may seem like innocent teasing at home may actually model bullying behaviors. Children who are on the receiving end of it learn that bullying can translate into control over children they perceive as weak.

Constant teasing - whether it’s at home or at school - can also affect a child’s self-esteem. Children with low self-esteem can grow to feel emotionally insecure. They can also end up blaming others for their own shortcomings. Making others feel bad (bullying) can give them a sense of power.

Of course, there will be moments that warrant constructive criticism: for example, “I counted on you to put out the trash and because you forgot, we’ll all have to put up with that stench in the garage for a week.” But take care not to let your words slip into criticizing the person rather than the behavior: “You’re so lazy. I bet you just pretend to forget your chores, so you don’t have to get your hands dirty.” Focus on how the behavior is unacceptable, rather than the person.

Home should be a safe haven, where children aren’t subjected to uncomfortable, harsh criticism from family and loved ones.

In addition to maintaining a positive home atmosphere, there are a number of ways you can encourage your child to give up bullying:

• Emphasize that bullying is a serious problem. Make sure your child understands you will not tolerate bullying and that bullying others will have consequences at home. For example, if your child is cyber bullying, take away the technologies he or she is using to torment others (i.e., computer, cell phone to text message or send pictures). Or instruct your child to use the Internet to research bullying and note strategies to reduce the behavior. Other examples of disciplinary action include restricting your child’s curfew if the bullying and/or teasing occur outside of the home; taking away privileges, but allowing the opportunity to earn them back; and requiring your child to do volunteer work to help those less fortunate.
• Teach your child to treat people who are different with respect and kindness. Teach your child to embrace, not ridicule, differences (i.e., race, religion, appearance, special needs, gender, economic status). Explain that everyone has rights and feelings.
• Find out if your child’s friends are also bullying. If so, seek a group intervention through your child’s principal, school counselor, and/or teachers.
• Set limits. Stop any show of aggression immediately and help your child find nonviolent ways to react.
• Observe your child interacting with others and praise appropriate behavior. Positive reinforcement is more powerful than negative discipline.
• Talk with school staff and ask how they can help your child change his or her bad behavior. Be sure to keep in close contact with the staff.
• Set realistic goals and don’t expect an immediate change. As your child learns to modify his or her behavior, assure your child that you still love him or her - it’s the behavior you don’t like.

Be aware that bullying also takes place between adults, as well as between adults and children. Anywhere there is a power imbalance; there is the risk of bullying. Athletic coaching is a fertile ground for bullying young athletes. As more is learned about bullying and the serious consequences of it, more and more zero tolerance policies will be adopted. Until then, stay aware of subtle cues of bullying in children and teens. The first step is awareness.  With greater awareness, bullying can be nipped in the bud.

About the Author

John Schinnerer, Ph.D.

John Schinnerer is President and Founder of Guide To Self, a company that focuses on coaching clients to achieve their potential using the latest in psychology, psychoneuroimmunology and physiology. Most recently, John hosted over 200 episodes of Guide To Self Radio, a prime time radio show, in the San Francisco Bay Area. He graduated summa cum laude from U.C. Berkeley with a Ph.D. in psychology. John has been a coach and psychologist for over 10 years.

John’s areas of expertise range from positive psychology, to emotional awareness, to anger management to sports psychology. He is a noted speaker and author on topics such as emotional intelligence, sports psychology, and executive leadership.

John wrote the award-winning book, “Guide To Self: The Beginner’s Guide To Managing Emotion and Thought,” which was awarded the “Best Self-Help Book of 2007”. He writes an award-winning blog on positive psychology, Shrunken Mind.  He has written articles on corporate ethics, anger management, bullying, positive psychology and EQ in the workplace for Workspan magazine, HR.com, and Business Ethics. He has given numerous presentations, radio shows and seminars to tens of thousands of people for organizations such as SHRM, NCHRA, KNEW and KDIA.

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Comprehensive Soldier Fitness: A Holistic Approach to Warrior Training

21. August 2010 by John Schinnerer.

By Jeremy McCarthy on 17. Aug, 2010 in Mind

Be sure to check out Jeremy’s outstanding blog at The Psychology of Wellbeing!!! He hosts an amazing blog.

Comprehensive Soldier Fitness is the Army’s new training program that uses positive psychology to teach soldiers mental resilience strategies to maintain their psychological wellbeing while confronting the challenges of being separated from families, regularly facing conflict, and losing friends and colleagues.

The program, which calls for an army of “balanced, healthy, self-confident soldiers” and “improved soldier fitness and readiness,” sounds like a good plan to take care of our warriors’ mental health and to take a more holistic approach to toughening them up.  But recently, the program has come under some criticism, primarily for its publicly funded price tag ($117 million as reported in the New York Times) and for ethical questions about whether or not soldiers even should be trained to be desensitized to traumatic events.  Psychologist Bruce Levine recently published an article entitled, “How Psychologists Profit from Unending U.S. Wars,” (published elsewhere as “American Soldiers Brainwashed with ‘Positive Thinking’”,) condemning the program and pointing the finger at psychologists who are pocketing their fair share of the money for training 40,000 drill sergeants (who in turn will train 1.1 million U.S. soldiers.)

Some of Levine’s criticisms I agree with: “Psychologists should loudly warn politicians, military brass, and the nation that if soldiers and veterans discover that they have been deceived about the meaningfulness and necessity of their mission, it is only human for them to become more prone to emotional turmoil, which can lead to destructive behaviors for themselves and others.”  In general, I am a believer that there is usually a peaceful resolution to most conflict and that the U.S. policies tend to emphasize war, rather than negotiation, cooperation and collaboration to resolve issues.  So I don’t like the idea of any program designed to make war easier.

I also am not against criticizing the cost of the program, since I think most of the money we spend on our military efforts could probably be put to better use.  But I question whether the blame should be levied against the psychologists rather than the Army itself.  Our whole society is based on the capitalist ideals of creating services that people need and want in exchange for money.  While we understand that people sell computers and cars for profit, we tend to label as greedy anyone who sells loftier services in the domains of psychological or spiritual wellbeing.  I say, “hate the game, not the players.”

I have heard directly from Martin Seligman, the brains behind the program (and behind positive psychology for that matter) and Karen Reivich, the author of The Resilience Factor and one of the lead trainers for the Army workshops, and their intentions are in the right place.  This program is based on the idea that reactions to traumatic events are normally distributed. This means that after experiencing a major traumatic event, a small percentage of people will experience psychological problems such as depression and Post Traumatic Stress Disorder (PTSD,) most people will adapt and bounce back, and another percentage of people will actually learn and grow from the experience (“Post Traumatic Growth”—see Washington Post article, “From Wounds, Inner Strength”.)  To me, a program designed to decrease PTSD and increase Post Traumatic Growth in our warriors seems like a worthwhile endeavor.  Especially when you consider the lasting impact of PTSD on a community (see recent study, “’Path of mental illness’ follows path of war, twenty years after conflict ends.”)

In Levine’s critique of the program he asks, “How much sense does it make to teach soldiers who are trying to stay alive in a war zone to put a positive spin on everything?”  Here, Levine makes the same mistake as other critics of positive psychology in that he confounds positive psychology with positive thinking—not the same things.  Does it make sense to teach soldiers to be happy at all times at all costs?  Absolutely not.  But how much sense does it make to teach soldiers how to let go of emotional issues and traps that might be distracting them from the tasks at hand?  Quite a lot actually, according to Brigadier General Rhonda Cornum who heads up the program for the Army.  In a recent interview, she described the difference between a realistic response and a catastrophic response to losing a friend in battle: “Realistically, we expect that people will grieve, that they will feel anger, they will probably feel bitterness and recurring grief . . . but you can’t just stay there and replay that over and over.”  Teaching soldiers techniques for managing the stress and anxiety of warfare may even be saving their lives.  One recent study showed that soldiers’ reactions to stress in dangerous combat actually cause them “to dissociate from threats [in battle] instead of becoming more vigilant.”

Furthermore, the program is not just about helping soldiers deal with the severe emotional traumas they encounter on the battle field.  It helps them to deal with the emotional issues surrounding their relationships, not only with their fellow soldiers, but with their families back home (some parts of the program are even being offered to family members.)  Thanks to cellphones and the internet, soldiers are more connected than ever before to the people back home.  And while I’m sure the soldiers appreciate this connectivity, it makes it harder than ever to remain detached and focused on their difficult job overseas.  Gone are the days of soldiers carrying around a single photograph of their spouse or child, as the only reminder of their life back home.  Today, they are more in touch than ever before, and there are emotional costs associated with that.

At the end of the day General Cornum is a manager of people (in one of the largest organizations in the world) and she is hoping that positive psychology training will improve performance in her workforce.  Other businesses (see my articles on Zappos here and here) are doing the same.  Dan Bowling, former head of HR for Coca Cola and a MAPP colleague of mine, is looking at how similar kinds of training could impact lawyers (another workforce prone to emotional issues).  And I have been working on new training programs applying positive psychology to the hospitality industry (appropriate since relationships and emotional connections are so important in our business.)

On a recent phone call that Martin Seligman had with the MAPP Alumni, I asked him if there were lessons being learned from the Army training that could be applied in other organizations.  “This is the second largest corporation in the world,” he said.  (The first is Walmart.)  “And so a program that involves training for the entire U.S. Army in which its effects on performance are being evaluated should be highly relevant to large corporations.”  When so many organizations today are still not thinking about the holistic welfare of their workforce, I commend the Army for leading us into this new frontier.

Don’t forget to check out Jeremy’s blog at The Psychology of Wellbeing. Check it out NOW! It’s too good to pass up! Bookmark it. Tell your friends! Thanks.

—

References and recommended reading:

Cornum, R. & Copeland, P. (1993).  She Went to War: The Rhonda Cornum Story.  Presidio Press.

Levine, B. E. (2007).  Surviving America’s Depression Epidemic: How to Find Morale, Energy, and Community in a World Gone Crazy.  Chelsea Green Publishing.

Reivich, K. & Shatte, A. (2003).  The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life’s Hurdles.  Broadway Books.

Seligman, M. E. P. (2006).  Learned Optimism: How to Change Your Mind and Your Life. Vintage.

Posted in Well-being, Pursuing Purpose, Reading terrorists minds, Tips to help anxiety, Staying calm, Positive Psychology, Realistic optimism, Sports Psychology | Print | No Comments »

Reading terrorists minds about imminent attack - Specfic brain waves related to guilty knowledge

3. August 2010 by John Schinnerer.

July 30, 2010

Imagine technology that allows you to get inside the mind of a terrorist to know how, when and where the next attack will occur.

That’s not nearly as far-fetched as it seems, according to a new Northwestern University study.
Say, for purposes of illustration, that the chatter about an imminent terrorist attack is mounting, and specifics about the plan emerge, about weapons that will be used, the date of such a dreaded event and its location.

If the new test used by the Northwestern researchers had been used in such a real-world situation with the same type of outcome that occurred in the lab, the study suggests, culpability extracted from the chatter could be confirmed.

In other words, if the test conducted in the Northwestern lab ultimately is employed for such real-world scenarios, the research suggests, law enforcement officials ultimately may be able to confirm details about an attack - date, location, weapon — that emerges from terrorist chatter.

In the Northwestern study, when researchers knew in advance specifics of the planned attacks by the make-believe “terrorists,” they were able to correlate P300 brain waves to guilty knowledge with 100 percent accuracy in the lab, said J. Peter Rosenfeld, professor of psychology in Northwestern’s Weinberg College of Arts and Sciences.

For the first time, the Northwestern researchers used the P300 testing in a mock terrorism scenario in which the subjects are planning, rather than perpetrating, a crime. The P300 brain waves were measured by electrodes attached to the scalp of the make-believe “persons of interest” in the lab.

The most intriguing part of the study in terms of real-word implications, Rosenfeld said, is that even when the researchers had no advance details about mock terrorism plans, the technology was still accurate in identifying critical concealed information.
 

“Without any prior knowledge of the planned crime in our mock terrorism scenarios, we were able to identify 10 out of 12 terrorists and, among them, 20 out of 30 crime- related details,” Rosenfeld said. “The test was 83 percent accurate in predicting concealed knowledge, suggesting that our complex protocol could identify future terrorist activity.”

Rosenfeld is a leading scholar in the study of P300 testing to reveal concealed information. Basically, electrodes are attached to the scalp to record P300 brain activity — or brief electrical patterns in the cortex — that occur, according to the research, when meaningful information is presented to a person with “guilty knowledge.”

Research on the P300 testing emerged in the 1980s as a handful of scientists looked for an alternative to polygraph tests for lie detection. Since it was invented in the 1920s, polygraphy has been under fire, especially by academics, with critics insisting that such testing measures emotion rather than knowledge.

Rosenfeld and Northwestern graduate student John B. Meixner are co-investigators of the study, outlined in a paper titled “A Mock Terrorism Application of the P300-based Concealed Information Test,” published recently in the journal Psychophysiology.

Study participants (29 Northwestern students) planned a mock attack based on information they were given about bombs and other deadly weapons. They then had to write a letter detailing the rationale of their plan to encode the information in memory.

Then, with electrodes attached to their scalps, they looked at a computer display monitor that presented names of stimuli. The names of Boston, Houston, New York, Chicago and Phoenix, for example, were shuffled and presented at random. The city that study participants chose for the major terrorist attack evoked the largest P300 brainwave responses.

The test includes four classes of stimuli known as targets, non-targets, probes and irrelevants. Targets are sights, sounds or other stimuli the person being questioned already knows or is taught to recognize before the test. Probes are stimuli only a guilty suspect would be likely to know. And irrelevants are stimuli unlikely to be recognized.

“Since 9/11 preventing terrorism is a priority,” Rosenfeld said. “Sometimes you catch suspicious people entering a building. You suspect that they’re terrorists, and you have some leads from the chatter. You’ve heard they’re going to attack one city or another in one fashion or another on one date or another. Our hope is that our new complex protocol - different from the first P300 technology developed in the 1980s - will one day confirm such chatter in the real world.”

In the laboratory setting, study participants only had about 30 minutes to learn about the attack and to detail their plans. Thus, Rosenfeld said, encoding of guilty knowledge was relatively shallow. It is assumed that real terrorists rehearse details central to a planned attack repeatedly, leading to deeper encoding of related memories, he said. “We suspect if our test was employed in the real world the deeper encoding of planned crime-related knowledge could further boost detection of terrorist intentions.”

Provided by Northwestern University

The implications of this are far-reaching, disturbing and reassuring simultaneously.

Disturbing since this same procedure, when perfected, can be used with any of us (which is fine along as you’re staying away from involvement in destructive activities, OR activities which arouse guilt in you!).

Reassuring as it will provide a better means of discovering solid leads on imminent attacks by domestic threats. 

Far-reaching because this technology can and likely will be extended far beyond the scope of hunting terrorists. Easy rationalizations can be made to use it to fight drug trafficking and other major clear cut illegal operations. But where does the line get drawn once we get into lesser, gray areas?

Obviously, it will be many years before the technology is accessible and affordable enough to use ubiquitously. However, what about if the IRS uses it around issues of tax evasion? Or the courts use it in child custody evaluations? At what point do our civil liberties get breached?

This will be an ongoing issue as we head into the next decade because, like it or not, it’s coming!

Best,

John Schinnerer, Ph.D.

Positive Psychology Coach

Author of the award-winning Guide To Self: The Beginner’s Guide To Managing Emotion & Thought

Guide To Self, Inc.

913 San Ramon Valley Blvd. #280

Danville CA 94526

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