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22/05/2018
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Developing Mental Toughness
‘Understanding our personal resilience’
Zoe Sweet, Director of Organisational Development
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Self Assessment
Learning About You
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What is MENTAL TOUGHNESS?
“A personality trait which determines in large part how people deal with
challenge, stressors and pressure .... irrespective of prevailing
circumstances”
It’s universal – it’s applicable in many walks of life.
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OriginsIt has origins in the world of the academic and the practitioner. Resilience - Health psychology - Commitment, control – a passive conceptHardiness - Commitment, Control + Challenge –becoming proactive‘Dienstbier’ - Physiological toughening = psychological tougheningSports Psychology - MT can help lesser athletes beat more able athletes - Often mentioned, poorly definedFinally…Prof Peter Clough, Chair of Psychology at University of ManchesterDefined MT in useful detail & added a fourth dimension – Confidence
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Understanding Mental ToughnessMental Toughness 4 C’s has 4 components:
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Commitment“stick-ability”. Describes to what extent you will “make promises” and the extent to which you will keep those promises.
Those promises can be made to others or to themselves.
When asked to do something to a target by a certain time & date do you instinctively think:“I’ll go for that and I’ll do what it takes” or“I’ll never manage that – I’ll look stupid when I fail”.
CommitmentMeasure the ability of individuals to carry out tasks, despite obstacles and
barriers
Lower scores Higher scores
Handle multi tasks
Achieve against tough deadlines
Trusted to key tasks by others
Feels overwhelmed with many tasks
Likes to be free from delivery constraints
Unwilling to tackle obstacles
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Control “Can do”. Describes to what extent you believe you shape what happen to you and manage your emotions when doing it.
There are two components :§Life-Control§Emotional Control
When asked to do something , is your default response:“I can do it …. without needing to check if it is possible”“I’ll stay in control of my emotions”
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Life ControlA measure of self worth. Indicates the extent to which we believe we shape what
happens to us...or the other way around
Lower scoresCan feel stretched with
modest workloads – poor at time management
Will tend to blame outside factors for preventing
success
Will panic when given assignments
Higher scores
Happy to take on multiple commitments and know how to deal with them
Tend to see others as problems...which can be
handled
Emotional ControlMeasure the extent to which we control our anxieties and our emotions and reveal our
emotional states to others
Lower scoresFeel things happen to them
Show emotions when provoked or challenged
Anxious
Higher scores
Feel they shape what happens
Good at controlling emotions
Difficult to provoke or annoy
Do not appear anxious
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Understanding Mental Toughness‘Emotional Control’ ‘Life Control’
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Resilience
Resilience is often defined as a function of Control & Commitment.
Resilience represents the ability to deal with an adverse situation and still complete some or all of what you had set out to do.
Mental Toughness broadens this concept by adding two more components – Challenge and Confidence. This introduces a more pro-active element.
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Challenge
“Drive”. Describes to what extent you challenges, change, adversity & variety as opportunities or as threats.
When asked to do something significant or challenging is your immediate response to say:
“That’s great – I look forward to whatever emerges” or“Oh no! I like things the way they are –I'm frightened by what might happen”
ChallengeMeasures how see challenge and change. Do we perceive it as an opportunity...even
exciting. Or do we see it as a threat?
Lower scoresDon’t like sudden changes
Don't like shocks
Fear of failure
Avoid effort
Intimidated by challenges
Higher scores
Like challenge
Easily bored – will seek change
Provoke
Like problem solving
Work hard
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Confidence “Self Belief”. Describes to what extent you believe you have the ability to deal with what will face you and the inner strength to stand your ground when needed.
There are two components :Confidence in AbilitiesInterpersonal Confidence
When doing something and you face a problem, is your default response:“I have the capability to plough on?I’ll deal with those who get in my way?”
Confidence in AbilitiesA measure of self esteem, identifying the extent to which you feel worthwhile and in
need of external validation
Lower scoresProduce minimal responses
in letters, memos, etc
Will be reluctant to express a view in discussion or debate
Will be reluctant to ask questions “in case it makes
me look stupid”
Reluctant to do presentations or oral work
Higher scores
Happy to ask questions
Happy to provide full responses to questions and
in exams
Don't need others to tell them they can do it or to
encourage them.
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Interpersonal ConfidenceMeasures the extent to which we are prepared to assert ourselves and our
preparedness to deal with challenge or ridicule.
Lower scores Higher scoresWill argue their corner –
especially if they believe they are right
Will get ones own way – even when others may have a
better case
Wont allow others to orally dominate
Will have a “go” and enter a conversation.
Will back down quickly when challenged
Will allow others to dominate debates – even
when they are more knowledgeable and more
expert
Will have difficulty dealing with assertive
people/teachers
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Understanding Mental Toughness‘Interpersonal Confidence’
‘ Confidence in Abilities’
The Four C’s‘I really believe I can do it’
(I can keep my emotions in check when doing it)
‘I promise to do it’ (I’ll do what it takes to deliver it
– hard work)
‘I am motivated to do it – I can see the benefit’
(Setbacks can make me stronger)
‘I believe I have the ability to do it’ (I can stand my ground if I need
to)
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Score - Learning About You
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What do you need to do differently?
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Developing Mental Toughness
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Developing Mental ToughnessInterventions fall into 7 broad areas:
1 Positive thinking – affirmations, think three positives, turning negatives into positives, etc.2 Visualisation – guided imaging, using your head to practice, etc.3 Anxiety Control – relaxation techniques, breathing, etc.4 Attentional Control – focus, dealing with interruptions 5 Goal setting – SMART, balancing goals, how to deal with big goals, etc.6 The test itself + feedback – people respond to the feedbackPlus Biofeedback – monitoring self, guiding selection and adoption of tools and techniques
These all help to develop the capability to deal with stress, pressure and challenge and, where appropriate, to cope with these.
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Developing Mental ToughnessInterventions
Attentional Control
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DMT – Attentional Control
The underlying principle§ Focus, sustained attention and concentration, enables us to
do work better and for longer§ Obstacles, interruptions and distractions undermine that
capability
§ Average attention span is around 8 minutes§ Each time we interrupt an intellectual activity, like study or
writing a report/essay, we lose up to 30% of the mental work we did in the last session. i.e. We lose around 3 minutes.
§ Studies show that we can easily improve attention span to 45 – 120 minutes.
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DMT – Attentional Control
§ Listening to music while you work, doesn’t work!
§ The trick is to “empty the mind”§ Attentional control is best “learned” not
“taught” through experiential methods § Music can still the mind before work to
achieve attentional control!
• Impacts on: § Commitment § Confidence in abilities§ Emotional control
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DMT – Attentional ControlInterventions
§ Minimising unwanted interruptions§ Focusing
– number grids– stork stand– Stroop test (colours and words) – Bop-It– Luminosity web site– Brain Gym (web-site)
§ Computer and card games – E.g.: Nintendo brain training, etc.– E.g: bridge, whist, etc
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Attentional Control – ‘Stroop Test’
You will see a series of slides which show:
A 5X5 grid of 25 words describing colours – some are the same colour as the word, others are in different colours to the word they describe. E.g. RED and RED.There are 4 rounds.You have 8 seconds to look at each slide and decide which words are in the same colour they describe.You have 8 seconds to record this between each slide.The slides move forward automatically once started.
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Attentional Control – ‘Stroop Test’
ORANGE RED PURPLE
YELLOW BLUE GREEN
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Attentional Control – ‘Stroop Test’
Matching colours to their name
Get ready!
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Attentional Control – ‘Stroop Test’1. WHICH TWO MATCH THEIR COLOURS ?
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Attentional Control – ‘Stroop Test’
Round 1
Record which two words arethe same colour as the word
they describe
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Attentional Control – ‘Stroop Test’2. WHICH TWO MATCH THEIR COLOURS ?
BLUE YELLOW PURPLE ORANGE RED
GREEN BLUE YELLOW PURPLE BLUE
PURPLE BLUE GREEN YELLOW ORANGE
ORANGE GREEN YELLOW RED PURPLE
BLUE RED RED GREEN ORANGE
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Attentional Control – ‘Stroop Test’
Round 2
Record which two words arethe same colour as the word
they describe
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Attentional Control – ‘Stroop Test’3. WHICH TWO MATCH THEIR COLOURS ?
ORANGE BLUE GREEN RED YELLOW
YELLOW GREEN PURPLE BLUE ORANGE
PURPLE BLUE ORANGE GREEN YELLOW
RED PURPLE BLUE RED RED
GREEN ORANGE PURPLE BLUE YELLOW
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Attentional Control – ‘Stroop Test’
Round 3
Record which two words arethe same colour as the word
they describe
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Attentional Control – ‘Stroop Test’4. WHICH TWO MATCH THEIR COLOURS ?BLUE YELLOW PURPLE BLUE YELLOW
RED YELLOW RED PURPLE BLUE
ORANGE RED GREEN ORANGE BLUE
GREEN YELLOW ORANGE BLUE PURPLE
YELLOW PURPLE ORANGE RED GREEN
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Attentional Control – ‘Stroop Test’
Round 4
Record which two words arethe same colour as the word
they describe
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Attentional Control – ‘Stroop Test’
Now check your answersRound Colours
1 Green, Blue
2 Green, Purple
3 Blue, Red, Green
4 Red, Yellow
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Attentional Control – ‘Stroop Test’
WHICH TWO MATCH THEIR COLOURS
HOW DID YOU DO?
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Developing Mental ToughnessPositive Thinking§Attitude (Positive Thinking) ladder§Affirmations§Mental thought stopping§Physical thought stopping§Think three positives§Five good things & five negative things about me§Turn negatives to positives§Heroes and Heroines§What will I do tomorrow?§Self-talk
Anxiety Control§Self talk§Controlled distraction§Thought stopping§Relaxation techniques: cope with what you can’t control
Controlled breathing (diaphragmic, alternate nostril, three part)Guided imagingProgressive muscular relaxation (PMR)Sarnoff SqueezeBreathing rates exerciseEar TapSmile and laugh
Visualisation§Find a common object (you know well)§Examine it until you know it in detail§Close eyes, imagine you are still studying object§Continue for 2 minutes§Open your eyes and look at real object§Did your image differ? How. §Repeat. §Then repeat with different object
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Talent x effort = skill
skill x effort = achievement
Intentional Effort
Prof. Angela Duckworth 2015
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Present Action & Future Intent
‘Don’t waste mental energy asking yourself if you CAN do something. Just do it. You’ll surprise yourself. I did.’
‘Be mindful of the link between present action and desired future outcome. Ask yourself: if I repeat today’s actions 365 times, will I be where I want to be in a year?’
Roz Savage MBE.
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