DOOMSCROLLING

Do you ever find yourself following a news topic on the internet that has unsettling overtones?  At the start of the Covid crisis, I found myself doing just this. Unfortunately, the news cycle profits from promoting troubling topics.  Our curiosity is twigged by the unusual or traumatic, and sometimes others’ misfortune gives us comfort and a sense of shared misery if we are feeling hard done by. 

 News has become a form of entertainment, where someone else’s tragedy or circumstances become interesting, but without the engagement of our empathy or compassion. We can read it and move on.  Often these articles can generalise and rely on poor statistical extrapolation.  Remote and one-off occurrences can seem frightening and more likely to happen to us than is really likely: they become an exaggerated risk to us, as part of a human population of over eight billion. 

 I have just learned recently that this is called doomscrolling* or doomsurfing.   Doomscrolling refers to the tendency to surf or scroll through bad news, even though that news is saddening, disheartening, or depressing.  Eventually doomscrolling can lead to heightened levels of anxiety and a distorted sense of reality. If we are not careful, we can find ourselves doing this late in the evening, and then it can start to affect our dreams and our sleep. 

 What intrigued me about my own doomscrolling was that when looking at the same topic from different news sources it suggested that there were parallel universes at play: the same event can be reported very differently by different  news sources.  Not only was my doomsurfing unsettling, but I was becoming a pawn in a divisive ideological battle over the truth.  Complex issues were reduced to the least number of variables, and only those facts that suited a particular narrative were presented.

 How do you manage web surfing and scrolling to control the doom dimension?  To begin, acknowledge that you are doing it, and manage this addiction at the start by doing it less frequently.  Next, de-couple from the internet thirty minutes before going to bed.  Leave your smart device outside the bedroom.  Deliberately choose the issues you follow and news sources you use.  Most importantly, acknowledge your keenness to dwell on the doom and gloom and look for alternative uplifting news.  Perhaps you can use Judge Earl Warren’s suggestion as a  doomscrolling guide:

 I turn to the sports page first, which records people’s accomplishments.  The front page has nothing but man’s failures.

 *: The Macquarie Dictionary as the 2020 Committee's Choice Word of the Year.

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PRAISING OTHERS

Praising others, and being praised by others, improves our well-being.  I was not aware until recently that there is hard science* confirming this. Research can now give advice on how to make praise more effective and reduce its potential unhelpful side effects. Many a primary school teacher likely knows this: 

It is more effective and constructive to praise a learner’s effort than the result of their effort.

But I’m not  primary teacher, so I found this suggestion profound, and certainly true for myself.  If someone praises my finished product, yes it does feel good, but the half-life of the compliment is short.  When the effort, skill, diligence, problem solving or determination is acknowledged, not only do I feel pleased, but a more subtle pride ensues which lingers for a long time.  The effort that created the successful outcome can be replicated in other circumstances and endeavors – it is the skill that is transferable, rather than the content. Effort based praise empowers transferable skills. Focusing too much on the result of the effort can undermine the willingness to try again, and too much praise can backfire if handed out too freely.

Praise works both ways, for the person being honored and the person doing the honoring to feel more joyful. Why, despite its wellness benefit, do we seem to largely reserve praise for the young and by adulthood, give it out only occasionally?  We seem to have replaced praise with criticism: being judgmental instead as if those concerned should know better.  Is it because it takes more to impress us? Are we reluctant to see excellence? Regardless, rationing praise and reserving it for the young isn’t helpful or useful.

If effort is the catalyst for successful outcomes, perhaps it is time to re-visit and acknowledge the successful actions of others, including our peers.  It might be helpful to get into the habit of lightening up our expectations and admiring other’s efforts more.
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*: “Self-discipline Outdoes IQ in Predicting Academic Performance of Adolescents” , Duckworth, A.L. and M. Seligman, Psychological Science 16 (2005): 939-44

“Praise for Intelligence Can Undermine Children’s Motivation and Performance”, Mueller, C.M. and C.S. Dweck, J Personal and Social Psychology, 75, no.1 (1998); 33-52

THE ORGANIZED MIND*

After reading  The Organized Mind,* what did I learn?  Not a lot, unfortunately, but can I share a few simple truths from this well-researched text on brain science? 

 Mental health and wellness all rely on a healthier and happier brain.  Ignoring brain wellness will impair your well-being.

 Not surprisingly, our brain is lazy and is looking for easy solutions and rules to make its job less stressful, yet successful.  Our successful brain is largely designed for the hunting and gathering activities of our primate fore-parents of 50,000 plus years ago. Three things mattered then: survival, using the least amount of calories possible and passing on the genes to the next generation.  Likely your goals are a little more aspirational, but our brain functions largely according to this simplistic set of guiding principles.

 Our brain really does not like stress: over-complexity seriously undermines its effectiveness and efficiency. Where possible outsource (externalize) memory or attention. We really do have a one track mind: multitasking and multi-attention is an impossibility.  Trying to do or remember several things simultaneously puts the brain into alarm mode.  The solution is simple.  Prioritized lists  solve most of these stresses to the brain.  By writing something down, the brain does not have to remember it, and by prioritizing the list the need to multi-task is materially reduced. The book and research suggest a simple prioritization scheme: Do it, Delegate it, Defer it, or Drop it It took over fifty pages to provide the science behind these essential and obvious observations!

 The most interesting conclusions in the book were about sleep.  A tired brain is problematic and often unhelpful.  Not getting your rapid eye movement (REM)  sleep can have serious negative consequences.  For best results you need 1.5 hours of REM per night.  What was interesting is that you cannot cram or double up on REM sleep.  If you don’t get your dose one night, you cannot make it up the next evening.  Sleeping in doesn’t recover the deficit or build a surplus.  The most important strategy was to get into a regular sleeping schedule of 8 hours (+/- 1 hour) a day: neither over nor under sleeping alters your underlying REM diet.  Alcohol and drugs interfere with REM: you may fall asleep quicker, but your REM could be on hold.

 A healthier brain does not guarantee wellbeing, but an ill brain certainly reduces it.

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*: The Organized Mind, Thinking Straight in the Age of Information Overload by Daniel Levitin

COURAGE

The pandemic has brought to my attention how differently individuals have reacted to the risks associated with Covid.  At one end there are those that have taken the idea of social distancing to the extreme.  A sense of anxiousness envelops them.  Some others have an almost, ”What’s the problem?” perspective.  Indifference describes them. And somewhere in-between most of us sit. Our reactions display different levels of anxiety and fear. Or posed another way, how much courage you have.

It is worth noting that you cannot be courageous unless you are also afraid: courage is about how you handle being frightened. Courage is not allowing fear to rule your decisions.  Courage is about how you deal with uncertainty; do you run away or carefully consider the odds and alternatives and make an informed confident decision accordingly.

A world that does not require courage would be a world where nothing changes: a place of  total certainty, no surprises, no mystery or adventure. There is no correct reaction to the challenges, but life outcomes are materially influenced by your “courage choices.”

The brain does not fully develop the part that manages risk taking until your late teens.  One reason suggested is that being more fearless and courageous as a youngster gives us boundaries as to what works and what doesn’t.  Later, when we become parents, this helps us provide saver environments for our own children.  An important part of maturity is the lessons learned from your successful and unsuccessful life experiments and experiences of your youth.

How do you cope with fearful situations?   Do you default to being afraid, or push to expand your comfort zone and sense of adventure?  May I suggest being continuously more courageous is the way to go, but one step-at-a-time. Remember to learn from your successes and failures, don’t repeat your disappointments and adjust your risk-taking accordingly.

Note: Please get vaccinated: it is good for others (and yourself).

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DO THINGS FOR THE RIGHT REASONS

Why do I do what I do when I do what I do?  We see a focus on the quick pay-off, hit-and-run motivation driving so much of our life.  Do whatever, bill the client, get a jolt of pleasure and ignore whether there is a higher purpose to our existence.  Do I ask whether my conduct is proper in the long run?  Is what I do helpful for humanity? My soul? My community? 

I would argue that putting money, success or a moment of pleasure before wellness is a formula for disappointment and underachievement.  Much better to do things for noble reasons.  The fruit of this will certainly be a more positive sense of self and purpose.

Fortunately, or unfortunately, you reap what you sow.   When we only concern ourselves with the short term, we get an immediate but non-sustainable bit of joy.  Before you do something, speculate whether it is good for your longer-term goals.  If yes, you will likely be rewarded with a more joyful and purposeful future. 

I have also been so fortunate to teach students who became extremely successful in their chosen career.  What distinguished them way back when I first encountered them was that they were fascinated and excited with commerce.  They sought out their career for the right reason; it empowered and inspired them and now they are respected leaders in their communities.

Doing things for short term benefits is largely a zero-sum strategy. You get back an amount equal to what you give up.  Do things for less noble reasons and you may get a short term pay-off, but in the longer term your reputation for integrity and honesty may be challenged.

Do things because it is good for others, the environment, or for a higher purpose. Over an extended period one of the most prized benefits will emerge, a good reputation.  Others will see you as someone with integrity, someone they trust, want to do business with and be with.

Regularly consider whether your actions will improve or undermine your reputation. If your reputation is improved, your well-being will also flourish.

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BEING A BETTER YOU

Seven independent themes in the self-improvement literature are listed below:

          I.            Be the best version of yourself that you can be.

        II.            Only compare yourself to your yesterday.

     III.            Go with your strengths, manage your weaknesses.

     IV.            Be kind to yourself.

       V.            Strive to be 0.1% better every day.

     VI.            Acknowledge and savour your successes.

  VII.            What gets measured or observed gets done.

VIII.            Risk excellence.

I have not seen these suggestions combined, but taken together they are an excellent strategy for self-improvement:

To put this process into action, start by making an inventory of both your strengths and your weaknesses. Be honest and blunt about yourself, as none of us are either perfect or totally imperfect.  Next, select one or two of the weaknesses that are hampering you from becoming a better person.  For example, I decided to focus on being more patient and less prone to being frustrated.  Then, mindfully monitor your thoughts and actions. 

Compare your progress in managing your weaknesses.  Expect setbacks but also progress.  After a few weeks, change tact, and select one or two of your redeeming qualities which can also be improved and increase the frequency that you express them. Ultimately it is always better to lead with your strengths and manage your weaknesses. Interestingly, when you change your focus, the earlier targets still get attention in your sub-conscious self.  Shaking things up accelerates becoming a better version of you.

Please be kind to yourself.  That’s where the 0.1% daily improvement goal comes into play.  Whereas 0.1% sound small, that is precisely the point.  Being a better you is a  continuous improvement project, played out over a lifetime.  Small, baby steps do make huge differences in a relatively short period of time.  At 0.1% daily improvement, after a year you are a 40% better version of yourself; that is serious progress!

Finally, please acknowledge your progress.  This encourages you to keep on track and set new goals and expectations.  What get measures or observed gets done;  and what you do not recognize tends to lapse.  If you ignore your effort, it may only be a short matter of time before your “better you” project fails.

Being the best version of you is a project well worth investing in.  The rewards for you and your acquaintances will be significant. Risk excellence!

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FAIL-FAST *(2)

Lifelong learning is good for our well-being.  Keeping the mind active and engaged can reduce some of the threats to our mental health in our later years.  The challenge is how to develop habits and skills that make learning pleasurable and effective.

The fail-fast, learn-fast process described last week is a learning strategy.  The essence of this approach is to quickly experiment with new knowledge and skills. We need to accept failure and mis-steps as part of the learning process. Failing often and early on leads to stronger and more frequent  positive outcomes later.  Tessa Koller noted thirteen interesting outcomes from adopting a  fail-fast strategy.* Some of these positive outcomes are noted here:

1.          You become more resilient.  You gain a thicker skin; and subsequent setbacks and disappointments don’t bother you as much.

2.         Your failures highlight what works.  Your knowledge of what succeeds sharpens and hones your skills and abilities.

3.         Failures suggest new alternatives as to what may eventually work.  Failing opens possibilities.

4.         Failures are not absolute or terminal.  Disappointments followed by later successes help you develop the habit of re-framing outcomes in positive and hopeful ways.

5.         By bouncing back from disappointment, you will inspire others.  Your resilience will encourage others to keep persevering.

6.         Unsuccessful outcomes strengthen your mindset.  The process of re-starting is an inevitable reality for everyone.  Training your spirits to see the bigger picture of hardship as a learning experience is essential to sustainable wellbeing.

7.         Failing fast can expand your risk taking appetite. A certain degree of risk taking opens you up to many new experiences and opportunities. 

8.         Failing is exciting and purposeful.  The immediate feedback from a mistake is invigorating:  It may hurt a bit, but it is real.  This makes the eventual victory that much more rewarding.

9.         Failing is fun. Once you recalibrate your reaction to disappointment and see it as a growth opportunity., failure becomes a cause for optimism and renewed purpose, and that is fun.

My life has been filled with thousands of small (and larger) mistakes, failures and setbacks, but greater by a factor of two or three are the number of joyful successes.  And that is what wellness may just be all about.

Reflection Source: www.Smallercup.org

*:  13 Reasons Why You Should Fail Fast to Learn Fast by Tessa Koller,  : www.lifehack.org/851912/fail-fast

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Physically distance, never socially distance.

FAIL-FAST*(1)

Is failure something one should avoid or actively pursue or cause? Is failure good for you?  Is delaying disappointment useful? Yes and No.  One should not actively set out to fail, but equally one should not seek to escape from or postpone defeat.  The trick is to make disappointments one’s ally.

An interesting tool that many successful learners may have accidently discovered is:

Fail-Fast, Learn-Fast

Failure and disappointment are powerful learning tools.  Being wrong sooner and often can be beneficial.   It is so discouraging as an educator to be in front of a class and see many students watching along and not engaging in the curriculum.  Pose a simpler problem to them and they passively watch and assume that somehow when the answer is shared, they will figure out the path to the solution.  Truth is, watching rarely works.  Other learners immediately attempted the challenge and often got the wrong solution.  However, the failure of active learners promotes faster learning.  In fact, being swiftly unsuccessful  is a very effective tool on the path to greater understanding, as it intrigues the learner as to where they went wrong. You are likely to recollect your failures and not repeat them.  Mistakes which lead to subsequent success boost our confidence.  Making errors is a true measure of constructive engagement. Watching the smiles as engaged students got better was a catalyst to encourage me to seek to be a better instructor.

We can apply  FAIL-FAST to our day-to-day experiences.  Begin by agreeing that privately failing is no big deal and that mistakes are learning opportunities.  Likely your success rate will be over 50% right away.  Accept sooner and more frequent errors are the price we pay to achieve more favourable results later. Why not start tinkering with regular tasks? Tweak the process of how you prepare your breakfast.  Look for immediate opportunities to experiment with improvement.  Trial-and-error is a powerful self-improvement strategy.

Nothing succeeds like success. Accept regular setbacks as one is trying diligently to improve.  Proper goals should be challenging but attainable.  Enjoy and encourage fast failure, as it proves you are trying. Practice failing sooner and more often, so that the pleasure and triumph of learning will accelerate accordingly. 

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Physically distance, never socially distance.

*:  A great link to learn more about Fail-Fast: www.lifehack.org/851912/fail-fast

CONFIDENCE

Having coached learners for several decades, one essential skill I especially focused on was confidence.  I suggested that without feeling and acting confidently in an exam (or real life) situation, the candidate was certain to do less well.  Confidence gives us the courage to believe we know what we are talking about, avoid second-guessing ourselves and proudly show what we know.  Turns out there is curious science to support my advice.

Susan Kruger* notes that when we receive information it travels up our spinal cord towards the neural networks of the brain.  The first part of the brain to get the information is our emotional centre, which considers whether the stimuli pose a threat to our safety.  If the brain perceives any danger, then it diverts energy from the rest of the brain to address the challenge.  And this of course is the fight-or-flight response we are all hardwired with.  The fast thinking reflex does not distinguish between physical or emotional risks, it just automatically kicks in.  Whereas this reflex can save our life, it also undermines our ability to learn.  This energy we are hoarding to address the hazard creates obstructions  and takes resources from fully engaging in the learning experience. Put into a learning context, being fearful or anxious while trying to learn significantly reduces our learning effectiveness as we are in resistance mode and not much is being absorbed.  To prevail over the fight-or-flight habit, confidence is the best defense.  Replacing fear with curiosity, intrigue or awe opens the brain to accept, process and understand new knowledge, and begin to learn.  Confidence is gentle as it disarms our brain. Confidence also reinforces the learning process.  As new knowledge is acquired, we begin to comfortably believe we know it and longer term understanding occurs.

Looking at confidence in our Covid-19 world can also be helpful.   Anxiety and fearfulness  seem to be everywhere and spreading rapidly.  Confidence and hopefulness is not a vaccine against the virus, but is it a useful remedy to otherwise being in state of perpetual fight-or-flight panic.  Confidence means stepping back, before trying to unscramble the catalogue of alarming news, then figuring out what really relates to us  and what we can pro-actively do to calm our spirits.  Confidence is about taking control of our situation, understanding the complex trade-offs that we must make in our weird Covid world.  Confidence boosts our spirit, a powerful  anti-dote to the prevailing mood.

Cultivate and mature your confidence, it will reward you in so many ways.

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Physically distance, never socially distance.

*: As described in "The Science of Self-Learning: How to Teach Yourself Anything” by Peter Hollins

RULES

I have never been a big fan or follower of rules.  Perhaps it is because I grew up in the rebellious late 60’s, or because I was a middle child trying to carve my own destiny.  However, in another way, I am an absolute subscriber to rules, subject to three constraints being:

First, there are not very many (maximum twenty);

Second, the rules are robust and based on strong first principles;

Third, although the rules may have their basis in the Bible, law or other wisdoms,  I have personally applied them to myself and made them MY INTERNALIZED RULES.

So, what do rules have to do with wellness?  A lot.  Rules can reduce what is called ego depletion.

   Ego depletion refers to the idea that self-control or willpower draws upon a limited pool of mental resources that can be used up.  When the energy for mental activity is low, self-control is typically impaired, which would be considered a state of ego depletion.” *

Temptations of all sorts are everywhere.  Being honest can be very challenging.  Dan Ariely wrote an insightful book on honesty.**   Based on his research, he noted  we are almost naturally inclined to being less than totally honest.  We have all sorts of irrational justifications for cheating.  He had few remedies to our cheating frailty other than rules,  which he followed almost unquestionably. 

Why do rules work?  They counter ego depletion; rather than debating the pros and cons of a choice, we automatically follow the rule and act accordingly.  Rules counter going down the slippery slope of saying YES and not knowing when or how to say NO.  I was raised with the Ten Commandments hardwired into my brain (my first ten rules) and that has made making better choices so much easier.  Rules free up a lot of wellness space, as ego depletion is significantly reduced. Rules provide borders if thoughtfully designed. 

Most rules are short and based on your values (don’t steal, show fidelity, avoid jealousy, etc), The challenge is to know what YOUR RULES ARE and WHY THEY MATTER AND DEFINE YOU.  It is amazing how empowering these personal rules can be. 

What are your rules?  If a young adult asked you what your life rules were,  could you readily list them?  Rules can significantly improve our wellbeing.  

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Physically distance, never socially distance.

*: Wikipedia

**: The (Honest) Truth About Dishonesty, Dan Ariely

INTERPERSONAL CONTACT

Often, I wonder how we, as humans, can come to such different conclusions when considering some of the important challenges facing us.  Whatever the issue: the environment, politics, race relations, sexuality, or religion, the differences and nuances of opinion can be myriad.  As a society, are we getting less tolerant of those who disagree with or differ from our own viewpoints?  Do we even know or strive to really understand what makes others take such radically opposing views to ourselves anymore, or do we just seek out those who agree with our standpoints?

We can all harbour prejudices or negative stereotypes towards those who disagree with us.  I do not like this conclusion, but I must accept it has some merit.  So how can I turn this situation around?

Two psychologists* completed a meta-analytic study on prejudice by reviewing the finding of over 500 studies, involving 250,000 participants in over 35 countries.  They came to an obvious but powerful conclusion.  Simply put,  interpersonal contact is one of the most effective ways to reduce prejudice. I found this finding very consoling and helpful.  Those troubling concerns I noted earlier are largely because I have no real contact with those with views or backgrounds different from my own and consequently, I form stereotypes which are often unhelpful or unkind.

It is problematic that I have too much contact with like-minded, socio-economic, ethnically similar people.  I must remember that we are a small minority of mankind.  Social media, news organizations and our own busy schedules can easily make it convenient to form associations of friends that are exclusive and insular. 

I must challenge myself to make more contact with  those who are different from me.  I must try to deliberately be more inclusive and tolerant.  I must accept the fact that others have a natural and legitimate prejudice against me, because they do not any have contact with me. 

Acknowledging and accepting that I have a natural but unhelpful tendency to be prejudiced is a good place to start in terms of turning this situation around.

*: T. Pettigrew and L. Tropp,  Does Intergroup Contact Reduce Prejudice? Meta-Analytic Finding, 2008

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Physically distance, never socially distance.

WHAT HAVE I LEARNED?*

The number of times that things have not gone to plan in my life must now be in the many thousands.  With each of these disappointments or unsuccessful outcomes, there were many possible reactions:  I could be angry, disappointed, blameful, frustrated, resigned, reflective or grateful.

Over the years, I have decided that the best perspective to take was to ask the question:

What have I learned?

‘That result was a real let-down’. ‘That person’s carelessness did affect me’.  ‘The way I was treated was very unfair’. It is easy to dwell on the negatives, but I think it is better to gear one’s thinking in a positive direction, as most other reactions get you nowhere and perhaps even in trouble.

How can you do this?  It starts by how you frame the situation. Admit it if you made a mistake and are largely at fault.  Laugh at yourself, as there likely was some humour in your predicament.  Don’t awfulize and generalize that the result is now the new normal.  Don’t take it too personally.  Don’t give rejection too much authority. Acknowledge that blaming others is self-defeating and usually not the full picture. An interesting anecdote is that if you criticize others less, you will experience less trauma when you let yourself down.

Disappointments are opportunities to re-visit the WHY and HOW behind the event. Try re-framing failures as an unexpected result which can be avoided in the future.  At least you were trying!  A life without regular setbacks and disappointments is boring and uneventful.  If you don’t make mistakes it suggests you are in a rather fixed and comfortable place, but you may be stagnating and failing to grow in maturity because you avoid risks.

Learning from your smaller mistakes can encourage you to make better decisions in the future.  I often set up small experiments to see how something works.  I imagine a result and see if it occurs and when it doesn’t, it is a wonderful “science” moment to set up another trial-and-error exercise and figure out the puzzle.

Remember that successful people may have succeeded far more often than the ordinary person, but they’ve also failed far more often too!  Thomas Edison is remembered for the experiments that succeeded, but we forget how many time his experiments failed before he got there.

Asking, “What have I learned?” often and sincerely, like gratitude, is a useful tool to aid our well-being.

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*:  Some of these ideas came from: Legendary Self-Discipline: Lessons from Mythology and Modern Heroes by Peter Hollins

CELLS THAT FIRE TOGETHER, WIRE TOGETHER

Our brain is quite the awesome organ.  Who we are, what we do, how we think and feel, and pretty much everything else about us is largely determined and conditioned by our brain!  A big part of our wellness challenge is to make our brain our friend and ally.  Some scientific findings about the wiring of our brain are especially encouraging, as they can help us appreciate how much positive scope there is to intentionally change our present and future self.

The idea of brain cells firing and wiring together originated in 1949 when Donald Hebb coined the phrase.  Hebb suggested that the brain has neurons that electrically and physically wire together to allow for learning, memories, habits, and new behaviours.  Brain imaging later confirmed his conclusion.  When we learn, neurons form new connections which capture that learning,  Remembering occurs when we deliberately sustain these new connections.  Memories revisit these connections.  Enhanced understanding is when we network these connections into more complex clusters.  Habits are patterns of connections which fire together without our mindful attention.  Changing our behaviour means we must deliberately dis-connect existing wiring and re-program our mind to form new networks of responses to a given situation.  I am sure you have had the experience where suddenly “the light goes on” and something makes better sense; well that involves a lots of cells networking together and producing your own long term understanding of something: its hardwired into your brain.

One amazing discovery of this brain science is that we can intentionally wire or re-wire our brains to better become the person we want to be.  Remember, 40% of who we are is determined by our intentional thoughts** so we can change and re-frame how we experience and perceive our circumstances.   

I have discovered since learning about this cell wiring that I can encourage it and almost feel the circuitry occurring in my mind.  If you  know what you are trying to do with changing your behaviour it is wonderful to imagine what is going on within the wires of your mind.

An absolutely fascinating video which explores this topic can be found by following this link, well worth the 6 minutes and 11 seconds: https://www.youtube.com/watch?v=o9K6GDBnByk

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*:  Pursuing Happiness: The Architecture of Sustainable Change, Sonja Lyubomirsky, Kennon M. Sheldon, David Schkade, Review of General Psychology 9(2):111-131 · June 2005

ACHIEVEMENT AND YOUR CALLING

The notion of achievement has really got my fancy.  It seems to explain so much of my awesome life journey.  Somewhere in my early forties, my life fortunes seem to fall into place and stay that way. Particularly, achievement, engagement, purpose and calling joined up and my well-being almost permanently was improved.  Looking back, what brought all these circumstances together: it was achievement!

Sometime in my forties I began to enjoy significant career satisfaction: going to work was like going to play. The more time I was involved in my career, the more I enjoyed it.  I was in the FLOW for so many moments from when I left my home until I returned.  But what was it that brought such pleasure and purpose? It was the countless very small successes that happened every day.  Lectures became shows.  Learners were the audience.  The curriculum was the music and art.  Building lectures was my canvas.  Achievements were everywhere, and unconsciously many task I did became a chance to achieve and excel.  Even the most mundane task of marking exams became an art form where each script was an opportunity to impress me and let the learner shine.  Effort and talent were working together as a team. 

Purposeful opportunities were everywhere.  Encouraging my students to understand better and more deeply became my educator goal.  Wondering why something made sense to me became a mystery adventure.  Imaging WHY became my mission statement.  My lectureship career became a calling.  The cycle of flourishing repeated itself and continues to this day.

I hope I don’t come across as boasting or proud, rather I am sharing the eureka of discovering why and how my calling evolved.  It was all about inventing baby step achievements such that the smallest task was a joy I savoured and a chance to do a little better. 

Many of us can harmonize our engagement, meaning (purpose), achievement and calling.  Want to upgrade your career to a calling? Use achievement as the catalyst.  Design micro achievement tasks and moments into your day and relish those successes.

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ACHIEVEMENT AND GRIT (Part Two)*

Achievement, a sense of pride in finishing a task well and properly, is for many an important dimension of their well-being.  Especially in the early and mid-part of your career, learning and mastering new skills is what defines the degree of success you achieve and the promotions that follow.  Striving to do better gets you up in the morning and allows you to enjoy your employment position. Later on, it is those eureka moments when a subtle mystery or revelation opens a new door to self-discovery.  Your career becomes a calling, those achievements really matter, even though others would likely not understand why.

The equation:  Achievement = Skill x Effort provides some interesting insights into the psychology of achieving, especially about what exactly is Skill. 

Skill is what learning, practice and time mature.  But what is going on as you become more skillful?  Two parallel processes are occurring, one fast and one slow, simultaneously.  As you gain experience, more and more of the everyday processes become easier, quicker and more automatic.  You don’t have to think about many of the aspects of the tasks as you are unconsciously capable, and you have a natural intuition of what is going on.  An important aspect of learning is making more of what you know automatic and instinctual.

But behind the scene, the brain width you are not using as you are on automatic pilot allows you to focus on slower, deeper thinking, as you engage the higher order executive brain functions. The faster the speed, the more the knowledge you have, and thus the more time left over for these executive functions to be used.  Thinking slowly involves the voluntary, heavyweight processes of achievement, such as planning, checking for errors, using new information, inhibiting fastness and CREATIVITY. To be more skillful means you are both faster and more automatic but also slower and better at not making mistakes and identifying/resolving unexpected circumstances in a timely manner.  Having natural talents is a blessing, but working passionately and persistently can overcome talent in the longer run.  

So what?!  Achievement is more about GRIT and determination than IQ or natural talents.  The better athletes, experts, executives, scholars and managers are likely the ones that have more GRIT, rather than those with higher IQ or natural gifts.  Eventually the slower, more executive skills become purposeful and distinguish you from others. That slow thinking is what professional judgement is all about and what distinguishes the exemplar from the average.

Whether achievement matters to you on a career or well-being level, learn how to recognize and promote it!

Reflection Source: www.Smallercup.org

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*: Flourish: A New Understanding of Happiness and Wellbeing: The practical guide to using positive psychology to make you happier and healthier by Martin Seligman and

Grit: Why Passion and Persistence are the Secrets to Success by Angela Duckworth

NEUROPLASTICITY

A part of me used to believe that I cannot change, that what you see is what you get.  I was finished goods and largely set to stay the way I was.  Fortunately that is not true, one can change in often significant ways.  Scientifically this ability to change or “re-wire” the brain is called neuroplasticity. An adult’s mind is somewhat like plastic and can be re-shaped. What a wonderful possibility! One can become a better person, and well-being is a real possibility.  As positive psychology research has found, around 40% of our well-being is a function of our intentions and willful actions.  That’s a lot of scope for change and improvement.

But how?  To start, change is not automatic or unconscious, you have to be aware and intentional.  Habits take on average take 66 days of practice to be routine and part of your natural repertoire.  So be modest, and take baby steps that are within your reach. 

If you want to become, for example, more thoughtful, seek out or plan multiple daily situations where being thoughtful could be exhibited.  Re-frame the way you see and do things through a “thoughtful” lens.  Observe in others examples of thoughtfulness.  Bring thoughtfulness for others into your conversations.  Make those close to you aware of your new mission and ask them to acknowledge and praise you when you act thoughtfully.   Ponder the depth and breadth of thoughtfulness, how it has many characteristics and expressions.  Journalize your thoughtful achievements.  Pride in one’s success is one of the more positive emotions, so use it to encourage yourself that you are succeeding.  Expect setbacks and bad days.  Over those 66 plus days your brain will be subtly re-programmed to become more thoughtful. 

Neuroplasticity, being able to change for the better, enables your well-being to grow.  Positive change is deliberate, gradual, and awkward at times, but immensely rewarding.  So go for it.

Reflection Source: www.Smallercup.org

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HAPPENSTANCE

Happenstance can be defined as circumstances that seem to be due to chance, especially those causing fortunate results. But are they really? So much of my life has been blessed by allowing for and/or seeking out such moments.

For example, when I travel one of my guiding principles is: “When in doubt, turn left.”  The corollary of this travel tip is: “Get lost.” If I am walking down a street in a calm neighborhood and I see a side-street on my left, that’s where I go. I have been amazed by the number of curious sights I have come across, or interesting characters I have met.  Most of my wonderful memories occur when I am lost.

When I am alone in a crowd I often greet the person next to me with a respectful question that starts with” Hello my friend ….?”   Rarely has that person been other than keen to answer or help.  Almost without exception those I interacted with were helpful, open and eager to be helpful. 

Similarly, my definition of success is when preparation meets opportunity.    Setting yourself up for more success requires one to cause deliberate happenstance.  Put yourself in opportune circumstances and then risk being notable and present. 

To improve the effectiveness of this strategy it is recommended that you start by ensuring that the environment is SAFE, however you define safety. Recognize that you are likely at the edge of your comfort zone, and that is good, so risk being in this zone.  Acknowledge you are letting go of control and then LET GO.  Please be respectful of others that you will engage with. Count backwards from 5 to 0 and GO for it. 

Allowing ourselves to be vulnerable to new situations and people empowers several of our strongest positive emotions: awe, interest, and curiosity.  Push yourself to the limits of your comfort zone, and make it bigger. If you are coming from a good place, so often taking chances in this way will bless you richly.

Reflection Source: www.Smallercup.org

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BAD, BUT (MUCH) BETTER*

Try answering the questions below:

1. On average, how many fewer year(s) of schooling does a 30 year old woman have than a 30 year old man?  A: 1 year   B: 2 years   C: three or more years

2. In the last 20 years, the proportion of the world population living in extreme poverty has …    A: almost doubled   B: remained more or less the same            C: almost halved

3. There are 2 billion children in the world today, aged 0 to 15 years old. How many children will there be in the year 2100, according to the United Nations? A: 2 billion   B: 3 billion   C: 4 billion

4. How did the number of deaths per year from natural disasters change over the last hundred years? A: More than doubled   B: Remained about the same C: Decreased to less than half

5. How many of the world’s 1-year-old children today have been vaccinated against some disease? A: 80%   B: 50%   C: 20%

6. In 1996, tigers, giant pandas, and black rhinos were all listed as endangered. How many of these three species are more critically endangered today?         A: Two of them   B: One of them   C: None of them

 How did you do (correct answers below)? These questions were posed to over 12,000 people in 14 “developed” countries. The average person got only one right and very few (less than 2%) got them all correct*.

 So what?!  The awesomeness of these questions is that the world is actually making some significant progress in these areas, more than we sometimes imagine. Girls are almost as well educated as boys. Poverty levels are the lowest ever.  Population growth rates are stabilizing.  Given the quadrupling of world population, the relative devastation from natural disasters has been reduced by almost 90%.   Infant illness prevention is happening. Conservation is working. Things may be BAD, but they are MATERIALLY BETTER than they were.  The problem is our awareness about well-being is about 30 years behind the true situation.

 Good news does not sell.  Tragedy and violence is news worthy. Joy and peace seem to be uninteresting.  Gradual and significant improvement is ignored.  Misfortune is assumed the normal state of nature. A nearly empty cup of blessings is the default condition.

 Real progress is occurring, and at a historically high and persistent rate.  Be certain that the state of well-being of the least fortunate may be bad, but it is MUCH better than it was.  That’s encouraging. It shouldn’t make us complacent, but it does give us cause to hope.

 Correct answers: 1: A, 2: C, 3: A, 4: C, 5: A, 6: C

Reflection Source: www.Smallercup.org

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*Source of the questions and data: Factfulness: Ten Reasons We're Wrong About The World - And Why Things Are Better Than You Think" by Hans Rosling, Ola Rosling, Anna Rosling Rönnlund. The raw data comes from UN data bases.

CURIOUS?!?

The world and what you and I know about it is changing at an alarming pace. What we were taught seems to be less relevant or timely with each passing day.  How does one stay ahead or on top of what is current or useful? Additionally, just behind us is artificial intelligence, which is challenging our employment prospects. The standard response is lifelong learning.  I agree that lifelong learning is a useful defensive measure, but what might be a more effective offensive strategy?

Let’s use my area of expertise, financial accounting, as an example.  When I was learning the trade in the 70’s one could largely master most of the body of knowledge with a reasonable degree of diligence.  When I taught it, things began to change as more and more issues were raised and addressed, in an increasingly complex world.  Specialists emerged, where previously there were few areas of specialist expertise. Now that approach is falling short for the generalists and the specialists, as there is just so much information and not enough time to absorb it all.

My suggestion when confronting the challenges of the knowledge explosion and artificial intelligence is to apply our uniquely human quality of CURIOUSITY to the situation.  We need to risk being truly curious about what ever newness we are confronting.  Rather than being trained and re-trained, we must become fully engaged in the marvel of whatever new or novel learning confronts us.

To me, curiosity is the blending together of at least eight of the ten positive emotions*, being joy, savouring (remembering), interest, hope, amusement, inspiration, love and awe, applied to our area of expertise and life more generally.  Learning and knowledge growth is most effective when one is joyfully and actively engaged. Being curious means investing in order to grow and internally prosper. Artificial Intelligence will never be able to beat us on emotional curiosity.

Let’s use our “curiosity” advantage to our advantage.

Reflection Source: www.Smallercup.org

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*: See 26th February, 2019 for more detail of the ten positive emotions

THE FIVE MINUTE ETHICS COURSE

I will never forget one particular learning experience:  a student of mine taught me a method to test whether an action was ethical or not, all in under five minutes.  I have experimented with the system he taught me and it seems pretty much bullet proof. 

If you are confronted with an ethical dilemma and your answer is a confident YES TO ALL THREE of these questions, it is highly likely that what you are contemplating IS ETHICAL.  If one answer is a NO, then you are likely offside.

First, apply the Golden Rule Test, which is: Do unto others as you would have others do unto you. (Or the Confucian form which is: Don’t do unto others as you would not have others do unto you.)  If someone did what you are considering to you would you be offended, harmed or displeased?  Reciprocity or tit-for-tat is an essential test for much of our behaviour.

Second, the Role Model Test, which is:  If you were a parent would you want your child to do what you are considering?  Would you want to set this action up as an example which your offspring would follow and consider “normal”? Is this the type of role modeling you want to promote?

Third, the Front Page Test, which is: If you had editorial privilege and the entire front page of the newspaper, could you fully explain and justify your action to an objective, informed and diligent reader?  By definition, ethical dilemmas are complex, full of contextual details and awkward trade-offs.  Would a thoughtful and independent observer, after evaluating the full circumstance of your situation, decide in your favour, or at least give you the benefit of the doubt? 

I have shared these tests with many and pondered them, appraising situations I have heard about or experienced through their lens. I would recommend this five minute ethics course as highly effective, and a good primer for life.  It is simple enough to teach young children, and robust enough to guide seasoned professionals.

Reflection Source: www.Smallercup.org

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