Search EQ Today   In This Issue: An interview with Dr. Martin Seligman on Positive Psychology. Beyond Suvival: Guilding Adversity with Hope -- Anabel Jensen, Ph.D. OPTIMISM, a toolbox for teaching through language -- Marsha Rideout. Growing Up Toward Life -- Doug Atkinson. EQ and Optimism, Competencies and Constructs -- Josh Freedman. Listing of great articles in the archive. Subscribe to the FREE EQ News     Visit Six Seconds' store: Useful EQ Materials

Optimistically Speaking: EQ Toolbox

Marsha Rideout

A Tool for Determining Optimism

Did you know that since 1948 (with the exception of 1968), We the People have elected the more optimistic candidate as our president? Dr. David Fresco of Temple University has completed an intriguing study of the language winning candidates used in their nomination acceptance speeches to determine their level of optimism. Fresco applied three criteria to measure optimism: 1) persistence of cause (the degree of correlation between the cause and effect of the problem), 2) level of specific statements vs. global , and 3) the degree of responsibility taken by the speaker.

	Cause	Specificity	Ownership
Higher Optimism	The cause is clearly leading to the effect, and that is true over time.	There are specific reasons something happened, and what happened is clear.	There are actions a could or can take to change the situation.
Lower Optimism	There is no real relationship between cause and effect or it is more happenstance	Things just happened.	I am the victim of what has occured.

Children or adults can understand and build optimism by discussing these principles, particularly by attending to the ways they talk about adversities. Role-playing different age-appropriate adversities is an excellent mechanism for initiating these discussions.

 

TRUE STORY EXAMPLE:

Listening to the radio, I heard the quivering voice of a low-income, single mother of three as she tearfully dedicated a song of appreciation to her sixth grade daughter.

Lisa had joined the safety patrol at school last year and had been voted captain for the following September. She was ecstatic. She loved helping the other students. But this additional responsibility also meant arriving at school early and staying late. Lisa never expected or asked for help with this particular challenge. "Mom, I know I will have to be at school early, so I'll just find as many jobs as I can this summer and save enough money to buy a bicycle. And, I promise I'll be home in time to take care of my baby sister while you fix dinner."

She did just that, barely taking time to play with friends all summer. It wasn't fancy, but Lisa found a second-hand bike at the thrift store and every day rose early to help feed the baby before racing off to school to organize the Safety Patrol. And she raced straight home in the afternoon, as promised. Then, unbelievably, her bike was stolen the third week of school. This mother was devastated. She felt helpless. There was literally no money for another one. She was astonished, once again, when Lisa simply said, "Don't worry, Mom, I can just get up earlier and walk, and I promise I will run all the way home so I can still help you before dinner." It was just like her.

With this, the tears welling in my eyes streamed down my face, I considered the lesson in optimism I had just been given through the words of an eleven year old.

Applying Dr. Fresco's criteria to Lisa's adversity, note the quotes in the story above:

1) Cause and effect - Lisa knew that finding a way to school directly affected her being captain of the safety patrol, both when she purchased a bike and then found an alternative when it was stolen.

2) She saw the setback as specific to this situation in her life; she did not globalize and bemoan all her hardships as the daughter of a single mother with few resources (i.e., "This always happens to me!"), and

3) She took responsibility for finding a solution and saw herself as having the power to affect the outcome.

Lisa is highly optimistic.

 

ROLE PLAY ALTERNATIVES:

Brainstorm with students to think of a real-life adversity, or provide realistic challenges/problems/adversities without prejudging solutions/responses.

1. Have students improvise their responses. Take notes on the words and phrases they use to discuss the problems and solutions.
2. Script an optimistic and a pessimistic response. Act them out for the group and have the students explore the differences.
3. Ask students to bring to class real life examples.
4. Do "instant replays" when a pessimistic response is acted out/overheard. Change the words to reflect optimistic thinking.

When challenged, use these Optimism Reminders

Only this situation.

Positive past experiences.

Temporary.

I have support.

Mentor's example.

Imagine success.

Sometimes isn't forever.

My effort matters.