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Cognitive Reframes

Empowerment Tool
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"There is nothing either good or bad, but thinking makes it so."

While Shakespeare wrote these words over 400 years ago, modern behavioral science has confirmed in recent decades that our interpretation of events, and the longterm conclusions and meaning that we draw from them, are more important than the events themselves. People can experience the same challenging event, whether one of life's daily challenges or a much more severe trauma, and yet have very different reactions and outcomes. The outcomes depend on how each person conceives of the event – ie, if they perceive it as traumatic, or as something else.

For this reason, Columbia University resilience researcher George Bonanno, refers to "potentially traumatic events," since people can react and interpret events differently. What are some of the more adaptive ways of making meaning from challenging events?

  • Seeing a tough event as an opportunity to learn and grow. Further research at Columbia has shown that people can be trained to reframe events to which they've had an initially negative reaction, into a more positive interpretation, with lasting effects.

  • Explaining events in a helpful way. George Seligman, the pioneer of Positive Psychology, found that thinking of bad events as caused by external forces, and good events as caused by yourself (eg, "I got that good grade because I studied, but the bad grade was because there was buzzing in the room.") increases optimism. Similarly, seeing bad events as specific and impermanent ("That kid said something mean, but they were probably just having a bad day."), but good events as global and permanent ("I got invited to the party because I'm a good friend and fun to be around.") makes people feel better and be less prone to depression.

  • Believing in an internal locus of control. The belief that you and your efforts determine your fate, rather than external factors, has also be shown to make people more resilient. This can get tricky when something bad happens, as it is helpful to externalize the cause of a one-off bad event. Over the long run, however, you want to believe that you can shape your outcomes.

Of course, all of these perceptions should be grounded in reality, and not preclude gathering useful feedback from failures and set-backs, nor cloud a view of social, political, and economic systems that really do make it more difficult for people from lower socio-economic backgrounds to succeed.

HOW TO DO IT

In calm moments when your child's whole brain is working together, it is often helpful to revisit troubling issues, to questions assumptions, reframe thought patterns, and problem-solve, to gently guide your child to more helpful interpretations of troubling events.

Using the metaphor of a TV, let your child know that they have some control over which thoughts they "tune in" to. Our brains are always serving up thoughts and stories, like programming on a TV, but what they serve up is not necessarily 'true', and we don't need to follow it without question. Your child can consciously choose a different channel.

  • Have them envision holding a remote, and choosing a different 'show.' They can even craft a 'remote' for the their thoughts, out of cardboard or foam.

  • Suggest thinking about a happy memory, a favorite place, or a favorite story. Ask them to note what thoughts make them feel good, and keep a handful of "special thoughts" at the ready.

A couple experiences of choosing different thoughts will help them become aware that they have this power, and not all thoughts are 'true."

If your child has a scenario in mind that's causing fear, it can be effective to envision the thought like a video tape, and re-mix it or alter the details to change the meaning or make it funny.

For example, if they're lying awake afraid of robbers breaking in, have them imagine the robbers with ballerina tutus and flippers on, tripping all over themselves, singing opera as they go.

It can really help if you get some distance so you don't 100% believe the thoughts you’re having. You can get space from your own thoughts in several ways, then you can model and teach these to your children:

  • Ask some simple questions to help separate you from your thoughts.

“Where did this thought/story/narrative come from?”
“Do I actually agree with it?”
“Is it helping or hurting me?”

  • It may seem silly or feel funny, but talking to yourself in the third person can also work!

"Come on Kate, you don't need to get carried away here."

  • Or, imagine the current issue as if you were looking back at it from a year into the future.

"I was so worried about moving to our new town, but now I feel at home and have made great friends!"

  • Finding the humor can create a little space as well. While it isn’t helpful to mock when things have gone wrong, seeing the lighter side can release tension.

  • Use a mantra to help you separate your thinking from the upsetting storyline, for example:

“Thoughts are not facts,” or “I don’t have to believe everything I think.”

This is an accessible tool using the hand a metaphor. When your child is feeling angry or upset about a recent event, ask them if they feel like a clenched up fist. Make a fist and clench your body to demonstrate. Ask what thought is making them feel like a fist, or speculate and ask them to confirm. Eg:

"Are you feeling really clenched up because your friends teased you at lunch? I know that really hurts. You might be thinking: 'They don't like me, and I'm not going to have any friends.'"

Once you understand the thought that is making them feel like a fist, proceed along the lines of:

"I understand why you're feeling that way. If I though my friends were teasing me, I'd feel like that too. Sometimes though, there might be other explanations for people's behavior. Can you help me open my hand, with 5 other thoughts that could possibly also be true?"

Make sure to be clear that you're not asking your child to change their belief or even give up their anger. The exercise is completely about generating 5 other possible explanations that could also be true. Just seeing the options will help your child's mind loosen up, and very likely choose an explanation that makes them feel a bit better.

In this example, they might say:

"They tease everybody - it just happened to be me today." "I sometimes tease too, and now I know how bad that feels." "It wasn't really everybody, it was just Tim, and he's not a real friend anyway." "Landi actually stuck up for me - that was nice!" "It was just about my hair being massed up. It's not really the end of the world!"

Role play is a great way to talk about scenarios that are troubling your kiddo, better understand what is happening in a situation that you haven’t witnessed, develop empathy for the characters, and brainstorm and practice various possible solutions.

To do role play you can use yourselves and assign different roles or characters. Or you can grab stuffies, trucks, or other toys, and assign them each a role. Or, you can even draw figures to be the roles in your scenario. Once you have the cast of characters, let your child choose which one they want to be, and ask them how the scene starts. Let the scene play out for a while, giving your child the opportunity to show you how it seems from their perspective, and direct it to the place where they are struggling.

For example, if you child is having trouble with a kid in their class, you could set up a scenario where you are your child, and they are the other kid. Let them start out the scene, and play it several times with you reacting in several different ways. Discuss what you’ve both discovered, and then let your child practice how they want to respond next time.

Or, you can just play “School.” Again, let them choose the character they want to be, and direct the scenario. Try different ways of responding as your character(s) and see what comes up.

It is common for people, especially young people, to see hostility in the intentions of others, even when it isn’t the case. This may lead things to escalate and can even create a self-fulfilling prophecy. When you teach kids to revise their negative assumptions, they gain skills that allow them to consider alternative narratives.

Research found that when children aged 4-9 years considered alternate reasons for negative events, they were able to change their attitude about what had happened and were less likely to assume the worst.

Some examples of how you might help your child question their assumptions and consider someone else’s perspective:

“Did you think Jade was mad at you? Didn’t she hurt her leg last week? Maybe that’s why she was crabby today.”
“Aunt Renee’s cat is sick and that could be why she was frowning a lot today. That was observant of you to notice.”
“Is it possible that Matteo didn’t mean to bump into you when he was doing his dance routine?”

Kids benefit when we teach them that humans aren’t inherently good or bad. Tell them about the nurture/nature debate and ask their opinion. They may gain insight from pondering the question. Then you can share with them that growing people are influenced by both nature (our genetic make-up) and nurture (our environment)—and that our brains are always growing and changing.

When telling stories with your child about events from your lives, look to guide them into a “redemptive” or “oscillating” story structure.

Redemptive stories tell about confronting bad events and turning them around to be positive. Eg:

“Remember that time we went camping, and there was that terrible microburst storm that flattened our tent… but at least we had a fun adventure together and all got out alive!” 

Oscillating narratives track the ups and downs of life episodes over a longer time horizon. Eg:

“Well our family has had its victories and challenges. Things don’t always go according to plan – like that time we planned the great camping trip, only to have our tent flattened by a microburst! – but we always make the best of it and come out with great stories!” 

Both these story structures teach kids that events do not always have to go “right” for there to be an overall positive arc to life. They help kids remain positive when the chips are down, and stay tuned for the silver lining to appear. 

Challenge your child to look at a stressor or negative situation and find a (realistic) positive aspect to it. When things happen that we don't want, it's easy to get wrapped up in the negative. While it is important to honor feelings of sadness, anger, disappointment, etc, these are usually not the whole picture.

To find the silver lining, ask your child:

  • What's the good side of this?

  • What can you learn from this?

  • What is now possible that wouldn't be if this had gone the way you wanted?

Consciously looking for silver linings lets us know it's not all bad, and can sometimes make us laugh or even truly feel better.

Gratitude has been shown to make people healthier, happier, improve relationships, and even increase lifespan. But, it takes some conscious effort to make ourselves focus on gratitude. Help your child increase feelings of gratitude by:

  • Once a day, check in on gratitude. Perhaps during dinner, each person says one thing they are grateful for. Or, if you keep a daily calendar with them, have them write down one thing they're grateful for each day on the calendar. Or, at bedtime, reflect on their favorite things from the day.

  • Play a gratitude game, such as going through the alphabet and coming up with one thing they are grateful for that starts with each letter.

  • Keep a gratitude jar. Regularly write down things you're all grateful for, and add them to the jar. Occasionally read through the slips of paper to remember your blessings.

  • During a longer period of time, make a list of things that they are grateful for. If they struggle, you can create more structure by grounding it in the sensory realm. What are they grateful for seeing? hearing? tasting? smelling? Then move to things they are grateful for about themself – their physical self, their social self, their emotional self, their academic self, their creative self.

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