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Scope of activities Feedback to employees and groups of employees Self-evaluation and awareness
Triggers, thoughts, reactions Reasoning Attribution
Information provision Why get angry and consequences Understand the process of anger and escalation
Skills help individuals to identify the beginning signs of frustration and
what they can do about it Change to norms
Increase importance ascribed to safety values Pro-social norms
Identify the triggers
What cheeses me off??? Context – road and off-road Activity to identify the potential triggers
(individual approach – debrief as a group) Document Usual responses
Other cutting in Changing lanes without indicating Dangerous maneuvers
Identify the cognitions - others What are the things you are thinking as
people do things the annoy you? Individual identification and/or collated and
documented as a group Context = road Usual responses
Swearing about other person That’s dangerous That person needs to taught a lesson
ANGER ZONE CALM ZONE
TRIGGERS THOUGHTS REACTIONS THOUGHTS/REASONS
Cutting in
Dangerous maneuvers
Idiot
Teach a lesson
Get them back
Identify the behaviours
What do you do when others annoy you and you have these (negative) thoughts?
Individual activity with responses collated and documented as a group
Usual responses include Chase the person (to teach as lesson) Give them the finger Yell out at them Try to catch up to do any of the above and more
(elicit a chase)
ANGER ZONE CALM ZONE
TRIGGERS THOUGHTS REACTIONS THOUGHTS/REASONS
Cutting in
Dangerous maneuvers
Idiot
Teach a lesson
Get them back
Chase
Gesture
Yell
Cut off
Reasoning
Pose a series of questions Is it ok to think and behave in this way? What are our individual justifications? Do they make sense?
If ambulance cuts in – what are we thinking and what do we do? If others do it (e.g.., not an ambulance, what are we thinking and
what do we do? Why does this make sense? What is it that is different about the ambulance example?
THOUGHTS Our responses (in terms of behaviours) are MODERATED by our
thoughts – we can be driven by our thoughts to change our responses to triggers
The responsibility is OURS as individuals
Identify cognitions - us
Not all perfect – have drifted lanes, run a red light, cut in front of someone
What are the reasons that we use when we do it? Usual responses
In a rush Thinking about something else In a rush Distracted by something on the radio On the phone Already in an argument
ANGER ZONE CALM ZONE
TRIGGERS THOUGHTS REACTIONS THOUGHTS/REASONS
Cutting in
Dangerous maneuvers
Idiot
Teach a lesson
Get them back
Chase
Gesture
Yell
Cut off
In a rush
Thinking about something else
Attribution Focal concept in self-management of anger Others - we attribute their behaviour to them
personally ‘the person is bad/wrong/flawed in some way’
Us – attribute our behaviour more globally ‘we are doing it because something else is going on that is causing us to act in that way’
There is an unbalanced perspective that polarizes our cognitions – defends our own rights and behaviours as individuals
A fundamental reason for angry situations to develop on the roads
Why do we get angry on the road? Anonymity in a traffic situation Sensation seeking In an angry mood already Belief that have superior driving skills In a rush Traffic congestion
Consequences
Image of organisation Legal issues Criminal offence Injury to self or others Fines Loss of position in organisation Family impact
The ‘ANGER’ Process Natural physiological reaction – hard to handle Anger trajectory - imagine 0 to 100 scale Escalation happens quickly Starts with frustration What happens when get frustrated?
Clenched fists, teeth Increased heart rate Sweating/feeling hot Trembling Shallow/rapid breath
At about 40, anger escalates – takes off in terms of the severity of the emotion and in terms of the ability to be able to control the emotions being experienced
Anger – what can’t we do
Can’t teach others a lesson 5 second exchange at best – no real form of verbal or
nonverbal communication Can’t communicate the message you want to in the
available time Can’t communicate safely Can’t control others behaviour
Might want to but just can’t Enough trouble managing our own in an angry exchange
Anger before hitting the “40” mark More control over this part of the process Interventions
Awareness of body cues Clenched fists, teeth Increased heart rate Sweating/feeling hot Trembling Shallow/rapid breath
Thought replacement Think ‘green light’ thoughts – that is, replace the angry
cognitions with the cognitions or reasons that were identified with regard to why ‘we’ do things that could make others angry
EG – ‘maybe they’re lost’, ‘I think that person is a bit distracted – let’s just get out of the way’
After hitting the 40 mark
Much harder to control Need to work on reducing the physiology of
the anger process Interventions include
All others that were identified for below the 40 mark
Count to ten Calming self talk Slow and deep breathing
Hook
Heart attack patient intervention About identifying and not responding to
triggers Come up against about 30 potential triggers
in any one day If respond to all – become very angry –
useless responses though as many of these events won’t be remembered by the end of the day
Hook imagery
Fish – swimming in a stream If fish bites on every hook, is not going to live
long Fundamental notion
Swim on by, ignore the triggers Replace ‘anger zone’ with ‘calm zone’ (more
rational) thoughts
Changing norms
Increase importance ascribed to prosocial driving behaviours
Develop a culture of safe and pro-social driving Sorry Thank-you Doing nothing Wave
Culture Change Strategic Action Steps
1. Identify small wins2. Generate social support - empower agents3. Provide information and feedback4. Measure - record5. Explain why 6. Implement symbolic change as well as substantive
change