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RECRUIT SUSTAINMENT PROGRAM SOLDIER TRAINING READINESS MODULES

Resilience Training (Blue Phase) 24 April 2012

SECTION I. ADMINISTRATIVE DATA

Lesson Plan Series

Resilience Training (3 of 3)

Task(s) Taught

Task Number INDIVIDUAL

Academic Hours

The academic hours required to teach this lesson are as follows: Resident Hours/Methods 1 hrs 30 mins / Conference / Discussion 0 hrs 00 mins / Practical Exercise (Performance) Test 0 hrs 00 mins Test Review 0 hrs 00 mins

Total Hours 1 hrs 30 mins

References Number

Title

Date

Additional Information

FM 3-21.75 The Warrior Ethos and Soldier Combat Skills

28 Jan 2008

FM 4-02.51 Combat Operational Stress Control

06 Jul 2006

FM 6-22 Army Leadership: Competent, Confident and Agile

12 Oct 2006

OIF 06-08, OEF 8 Mental Health Advisory Team (MHAT) V, Office of the Surgeon, MNF-I, Office of the Surgeon General, US Army MEDCOM

14 Feb 2008

The Resilience Factor

The Resilience Factor, Karen Reivich, Ph.D and Andrew Shatte, Ph.D; Broadway Books

14 Oct 2003 ISBN 0-7679-1191-1

Walter Reed Army Institute of Research Protocol #1543

Basic Training and Mental Fitness Study: Enhancing Performance and Mental Health

30 Jul 2009

Student Study Assignments

None

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Instructor Requirements

a. 1 Instructor per 35 Soldiers

b. Be familiar with this Training Support Package (TSP)

Equipment Required

Id Name

Stu Ratio

Inst Ratio

Spt

Qty

Exp

5836013927680/96454N LCD DATA PROJECTOR

1:1 No 0 No

6730-00-577-4813 Screen, Projection, BM-10A, Stand

1:1 No 0 No

702102982124/70209N Computer, Personal System

1:1 No 0 No

Overhead Projector 1:1 No 0 No

Materials Required

Instructor Materials: a. This Training Support Package (TSP) Student Materials: a. TR Pam 600-4, IET Soldier's Handbook b. Other materials as directed by Unit SOP

Classroom, Training Area, and Range Requirements

Organizational Classroom

Instructional Guidance

NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material.

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SECTION II. INTRODUCTION NOTE: SHOW Slide 1 (STRM)

Method of Instruction: Conference / Discussion Instructor to Student Ratio is: 1:35 Time of Instruction: 5 minutes Media: Slide Presentation

Motivator Today we are going to discuss what it means to be resilient and mentally tough. We’re going to talk about the vital Soldier skills you will be learning while at the RSP, during Basic Combat Training (BCT), later during your Advanced Individual Training (AIT) and Professional Military Education (PME). We’re going to talk about achieving optimal performance, to work towards meeting your goals and we’re going to talk about teamwork – the ability to accomplish much more as a member of a team than you can ever accomplish as an individual. Some of you may feel like you don't need training such as this to remain mentally tough. That may be true, but all Soldiers need resilience and we can all benefit from more training on how to look out for our buddies.

Going through Basic Combat Training (BCT) can be a big adjustment as you transition from your civilian life to being in the military. It can be challenging, it can be tough – it’s designed to be tough. As we’ll be discussing, no matter how difficult or challenging an experience may be there is always the potential for personal growth as an individual and as a Soldier.

Terminal Learning Objective

NOTE: SHOW Slide 2 (Terminal Learning Objective) NOTE: Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will:

Action: Identify techniques to “check and adjust” initial reactions and energy management to ensure optimal performance

Conditions: In a classroom environment, given an overview of techniques of how to check and adjust initial reactions

Standards: Identifying techniques to check and adjust initial reactions and energy management to ensure optimal performance utilizing the Comprehensive Soldier Fitness (CSF) concepts and the principles

Safety Requirements

Conduct a safety brief prior to training as needed and IAW unit and installation policies.

Risk Assessment Level

Low - Risk Assessment to be produced locally IAW FM 5-19, August 2006.

Evaluation None

Instructional Lead-In

Introduce yourself and welcome students to this training.

Good morning/afternoon, my name is ____________ and this block of instruction is part of the Army’s Comprehensive Soldier Fitness (CSF) program and provides training in mental fitness and resilience. Mental toughness is just as vitally important as physical toughness and is key to succeeding in the RSP, during Basic Combat Training (BCT), in your military career and the rest of your life.

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First of all this training is interactive; in other words, if you participate, you’ll get a lot more out of it and so will your buddies. Please if you find yourself getting drowsy, have the discipline to stand up to the side/in the back. If you see your buddy getting sleepy, wake them up and ask them to stand up. Finally, if you find something amusing about this raining it’s OK to laugh.

NOTE: It has been found to be beneficial to announce to the Soldiers that, for this training and this training only, if you wish to say something or have a question simply remain in your seat and raise your hand. It’s not necessary to stand. This way the material can be covered at a more fluid pace.

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SECTION III. PRESENTATION

1. Learning Step / Activity 1. Restructuring Our Thoughts Method of Instruction: Conference / Discussion Instructor to Student Ratio: 1:35 Time of Instruction: 15 mins Media: Slide Presentation NOTE: SHOW Slide 3 (Quick Refresher) NOTE: Slides 3 and 4 are designed as refresher slides if this training module is being

presented as a two, one-hour blocks of instruction. You may choose to omit these two slides if you are presenting this training module as a two-hour block of instruction.

a. Let’s see what we remember from the first Resilience training we received. (1) You may recall we covered the four kinds of initial reactions we all encounter

(thoughts, emotions, behaviors, and physical reactions) and the need to check and adjust negative initial reactions to ensure optimal performance. It’s important for you to remember that not all of these reactions are inappropriate, bad or unhelpful.

(2) We also talked about the signs of stress that arise from our reactions and the

fact that it’s not really necessary to try and remember all of them. Getting to know your buddy is key to help you to notice if stress is causing problems. Again, your buddy is also there to look out for you.

NOTE: SHOW Slide 4 (Initial Reaction) (3) Let’s also review the model we used throughout the training. NOTE: Walk through the initial reaction model; ask for questions. Let’s discuss some

techniques of adjusting our initial reactions. NOTE: SHOW Slide 5 (Self-Talk) b. Let’s begin with self-talk. This is not a new concept for most of you as I’m sure

many of you already listen to your “inner voice”. It’s been noted that our inner voice “speaks” to us 300 to 1,000 times a minute in the average individual.

NOTE: Left-click mouse to advance text block (1) Self-talk can lead to failure as sometimes we tell ourselves that we can’t do

things. This may stop us from even trying, in fact I know a way to guarantee failure – don’t even try.

NOTE: Left-click mouse to advance text block (2) What we say to ourselves (self-talk) can make the difference between success

and failure because self-talk can be either productive or counterproductive. What are some of the positive things we tell ourselves? What are some of the negative things we tell ourselves?

NOTE: Query students regarding both positive and negative self-talk examples; pause for a

diversity of responses. NOTE: SHOW Slide 6 (Self-Talk)

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NOTE: Left-click mouse to advance text block (3) Focusing on the task at hand and relying on your training will help achieve

optimal performance. NOTE: Left-click mouse to advance text block (4) Talk yourself through it; for example you can say to yourself: (a) “Focus” on the task at hand. (b) “I’m trained to do this” – much of your training involves a systematic “step-one,

step-two, step- three” approach. Use the self-talk skill to “walk” yourself through the process of being successful. Repeat procedures in your mind and coach yourself through tasks or difficult situations.

(c) “I can do this” – positive thoughts often produce positive emotions and can

help create the foundation for positive outcomes. NOTE: SHOW Slide 7 (Maintain Your Sense of Humor) c. When the going gets tough there may not be a better tool than a sense of humor.

Applying a sense of humor to a stressful situation can actually give you back a sense of control and provide a different perspective on the activating event. Remember, there are times when the use of humor isn’t a very good idea; standing in formation comes to mind as a bad time to demonstrate your finely tuned sense of humor.

NOTE: SHOW Slide 8 (Restructure Your Thoughts) d. Restructure your thoughts: (1) There can be many ways to think about a given situation (activating event).

People often dwell on the negative aspects of an event instead of looking more objectively at both the good and the bad. Why does this matter?

(2) How you interpret an event (think about it) can affect your emotions and

behaviors (how you end up feeling and acting). (3) It’s important to look for evidence both for and against your initial thoughts. If

you find such evidence against what you’re thinking, you need to adjust these thoughts. You need to practice being objective and practice looking for ways to challenge your focus on negative thoughts.

(4) As a buddy, you may need to help your buddies do this too – you may need to

be your buddy’s reality check. NOTE: SHOW Slide 9 (Thinking Traps) NOTE: Left-click mouse to advance text block e. One thing that may get in the way of realistic thinking is getting caught in a

“thinking trap”. NOTE: Left-click mouse to advance text block

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(1) These “automatic” patterns of thinking can affect all of us in the way we perceive activating events which can then get us stuck in negative emotions and negative behaviors. While many of the ways we think about situations and events can be helpful, sometimes we fall into these thinking traps and this can cause problems.

NOTE: Left-click mouse to advance text block (2) Restructuring thoughts begins with identifying whether you or your buddy are

caught in a thinking trap. NOTE: Left-click mouse to advance text block Here’s how they work… NOTE: SHOW Slide 10 (Thinking Traps) (3) We sometimes fall into thinking traps: (a) When we take one detail and blow it out of proportion, even when there’s no

realistic data to support this perspective. We call this Jumping to Conclusions. Like deciding you are not good at being a Soldier because you took longer completing the confidence course than you wanted to. This kind of automatic and negative thought process is not resilient thinking. To avoid jumping to conclusions, you need to ask yourself, “What’s the evidence that supports these thoughts?”

(b) When we assume we know with certainty what those around us are thinking or

expect others must know what you are thinking. We call this Mind Reading. Like thinking others consider you a loser because you were afraid to step off the rapelling tower. Do you know for sure that others think that? To avoid this automatic thinking trap of mind reading you have to ask yourself, “Do I know for certain that others think this?” “Did I ask for information?” “Did I fully express myself?”

(c) When we believe we are the cause of every problem in every situation we call

it Me, Me, Me. Like if a battle buddy doesn’t say hello when you walk past them, me-me-me thinkers assume it’s something they did instead of considering that the other person may be distracted or dealing with their own thoughts and concerns. To avoid this pattern of thinking, it’s important to look outward for other reasons problems may occur.

(d) When we believe that other people or circumstances are the cause of every

problem. We call it Them, Them, Them. In contrast to the me-me-me thinking trap, the them-them-them thinking trap happens when Soldiers blame others for the situation or event. Like if they think they keep getting into trouble because their Drill Sergeant doesn’t care for new Soldiers – that the problem is the Drill Sergeants’ problem and the new Soldiers aren’t doing anything wrong. To avoid this pattern of thinking, it’s important to look inward and ask yourself, “How did I contribute to this outcome.”

The key to managing these two thinking traps (me, me, me and them, them, them) is

to balance blaming others with taking responsibility. The key is to look for opportunities to use resilient thinking and ask what the realistic reasons might be for a particular situation.

(e) When we believe that negative events are unchangeable and we have little or

no control over them, this thinking trap is called Always, Always, Always. For example, Soldiers who get stuck using this thinking trap decide that because they did

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badly on the PT test, they will always do badly. To avoid this thinking trap you have to ask yourself, “Is this a situation or event I can control or influence?”

(f) When we believe we can judge a person’s worth, motivation or abilities on the

basis of a single event or situation we call it Everything, Everything, Everything. Imagine that someone thinks a Soldier is worthless because he/she did one dumb thing; that’s character assassination. The fact is we’ve all done at least one dumb thing and character assassination and tearing people down won’t get you toward the goal of thinking like a team; in fact, if you notice yourself engaging in this thinking trap it may be a sign that you’re under stress. It’s related to “scapegoating” and it’s a classic stress response. To avoid falling into this pattern you must look at the specific behavior that explains the event or situation, put it in perspective, and remember you’re building an essential Soldier skill – learning to work as a member of a team.

It’s common to fall into a thinking trap especially under stressful conditions and, while

it’s important to avoid these patterns, it doesn’t mean you should always second guess your intuition. There are situations and events where intuition may be critical to your survival.

NOTE: Check on Learning QUESTION: What we say to ourselves can make the difference between success

and failure as they can be both productive or counterproductive. What do we call this inner voice?

ANSWER: Self-Talk. QUESTION: Being certain of our perceptions even when there’s no evidence to

support them (jumping to conclusions) and assuming we know with certainty what others are thinking or expect that others must know what we are thinking (mind reading) are examples of:

ANSWER: Thinking Traps. 2. Learning Step / Activity 2. Scenario One Method of Instruction: Conference / Discussion Instructor to Student Ratio: 1:35 Time of Instruction: 15 mins Media: Slide Presentation NOTE: SHOW Slide 11 (Scenario One) a. Let’s examine self-talk and thinking traps using a scenario. Let’s say “you’re late

for formation and end up getting your squad smoked.” Can you conceive of such a thing happening (not being late…..getting smoked by a Drill Sergeant?)

(1) What thoughts might you have with such an activating event? NOTE: Query students regarding the above question; reveal examples following discussion.

Note that the majority of student responses will likely be negative responses. If they respond with positive thoughts, reiterate that such thinking is resilient thinking and a good skill to practice. Then say that by identifying negative thinking, you’ll be able to recognize it and change it in yourself and others.

NOTE: Left-click mouse to advance text block (a) “I’m an idiot, I let my buddies down” – while it may be a reasonable

assumption (not being an idiot but the fact that you’re the cause of everyone doing

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pushups), if you focus on this one episode that defines you as an idiot, you’re not being rational. The resilient skill is to own the parts you mess up but keep it in perspective.

NOTE: Left-click mouse to advance text block (b) “I always screw up” – an irrational thought; no one always screws up. NOTE: Left-click mouse to advance text block (c) “They’re all going to hate me” – an exaggeration; they won’t “all” be upset, and

“hate” is an unrealistic word – “annoyed” is probably more accurate. NOTE: Left-click mouse to advance text block (d) “I’m not going to make it through BCT” – an example of catastrophic thinking. NOTE: Left-click mouse to advance text block (2) How might you end up feeling and acting? Remember, how you think typically

affects your emotions and behaviors. (3) Are these reactions helpful? It’s very important to remember one thing: If

you’re saying things to yourself you’d never say to a buddy, you may want to reexamine your thoughts!

NOTE: Query students regarding the above question; pause for a diversity of responses. NOTE: SHOW Slide 12 (Scenario One) (4) Let’s look at these thoughts again, which thinking traps are involved here? NOTE: Left-click mouse to advance text blocks (a second mouse click reveals the

answer) (a) “I’m an idiot, I let my buddies down.” In this case of when we believe we are

the cause of every problem in every situation we call it Me, Me, Me. NOTE: Query students regarding the above question and the 3 questions below; reveal the

answers by left-clicking the mouse a second time following each discussion. NOTE: Left-click mouse to advance text block (a second mouse click reveals the

answer) (b) “I always screw up.” This is an Always, Always, Always thinking trap. NOTE: Left-click mouse to advance text block (a second mouse click reveals the

answer) (c) “They’re all going to hate me.” This is a case of Mind Reading. NOTE: Left-click mouse to advance text block (a second mouse click reveals the

answer) (d) “I’m not going to make it through BCT.” This catastrophic thinking is the

mother of all thinking traps: Jumping to Conclusions.

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NOTE: SHOW Slide 13 (Restructure Your Thoughts) b. Ask yourself the following questions to see if you should restructure your thoughts: NOTE: Left-click mouse to advance text block (1) “Are there other ways to think about this situation? Am I missing something?” NOTE: Left-click mouse to advance text block (2) “How might other people see and deal with this situation?” NOTE: Left-click mouse to advance text block (3) “What would I tell a buddy who was in the same situation?” NOTE: Left-click mouse to advance text block (4) “How can I grow from the situation?” NOTE: Left-click mouse to advance text block c. One time, One thing. We all tend to be self-critical when evaluating our behavior

and that can be a good thing in terms of learning from our mistakes but it’s actually self-defeating if we are too hard on ourselves and we “rake ourselves over the coals”. Let’s say you’re late for formation and you conclude that “you’re always screwing up, that you’ll never be a good Soldier.” That’s a sign that your self-criticism has gotten out of control and if you don’t practice resilient thinking, your self-criticism won’t actually help you. The resilient way to approach a mistake you make is to think of your mistake as one specific thing that happened at one specific point in time. You need to practice saying to yourself “I messed up this one thing, this one time”. I won’t make that mistake again. It’s not that you’re always screwing up or this one action will determine if you’re suited to be a Soldier. If you can put a fence around your self-criticism it doesn’t grow as big and take over your thinking. Instead, you can think about actions you can take to avoid the mistake in the future. You can focus on doing things like buying a watch or creating a better system for keeping track of your gear. In other words, when you are evaluating your own mistakes remember to think of them as “one time, one thing”.

NOTE: SHOW Slide 14 (Scenario One) d. Restructure your unhelpful thoughts about the scenario “You got your squad

smoked”. NOTE: Left-click mouse to advance text block (1) “I won’t do that again; I’ve learned my lesson” – must they be your mistakes to

learn from them? No, you can learn from other’s mistakes as well. It’s been said that we seem to learn more from our mistakes than our successes, what do you think about that observation?

NOTE: Query students regarding the above question. (2) “Now other Soldiers might not make that mistake” – you can use yourself as

an example for others to learn from.

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(3) “If that’s the worst thing I do, I’m doing pretty well” – remember to put it into

perspective. (4) “Everyone messes up; it’s not the end of the world” – don’t turn it into a

catastrophe; we’re all human and make mistakes; however, you’re expected to learn from your mistakes and the mistakes of others.

NOTE: Left-click mouse to advance text block e. If you have these kinds of thoughts, how might you end up feeling and acting? NOTE: Query students regarding the above question; pause for a diversity of responses. NOTE: Check on Learning QUESTION: True or False: The best way for us to learn from a situation is for us to

make mistakes in the way we initially approach the situation or event. ANSWER: False: there are many ways to learn and grow from our initial reactions

to situations and events; learning from mistakes is just one of many. NOTE: We can also learn from the mistakes of others. QUESTION: As we discussed, a resilient way to approach a mistake that you make

is to think of it as one specific thing that happened at one specific point in time. How do we refer to this concept of approaching mistakes?

ANSWER: We call this One time – One thing. 3. Learning Step / Activity 3. Adjusting Behavioral Reactions Method of Instruction: Conference / Discussion Instructor to Student Ratio: 1:35 Time of Instruction: 20 mins Media: Slide Presentation NOTE: SHOW Slide 15 (“Adjust” Behavioral Reactions) a. Let’s discuss some strategies to adjust behavioral reactions. NOTE: Left-click mouse to advance text block (1) Time management. While most of your time has already been programmed

for you in BCT, you’re still expected to think and plan ahead. If you don’t have a watch, purchase one at the shoppette. When you see your fellow Soldiers running out the door and lining up for formation, it’s a good idea to join them. Invest a bit of time into organizing how you stow your gear and stick to it, it’ll be quicker for you to get ready to move out.

(2) Writing letters; keeping a diary or journal. Recognize that you generally have

to write letters to receive them – practice staying in touch with your family and friends because you’ll need to build up communication skills for when you move to your first duty station and when you are deployed. Keeping a journal can also be an effective way to manage difficult situations. Lots of Soldiers use journals when they deploy to Iraq and Afghanistan.

(3) Distraction – “serial 7s”. Distracting behavior such as counting down from one

hundred by sevens (100, 93, 86, etc.) can be effective for reducing anxiety. This is

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actually a clinical exam used to test concentration and memory. Examples of other distracting mental games include reciting the phonetic alphabet (backwards) or reciting the Dallas Cowboy offensive and defensive lines; these techniques may be effective as well.

NOTE: Have a volunteer practice counting backwards by 7’s for about five numbers and then

ask them what they thought about while they were performing this task and whether they were able to be worried or distracted about other things at the same time.

(4) Seeking support. Know when to seek help from buddies, from leaders, from a

Chaplain, or a healthcare professional. It’s a sign of courage to seek help when you need it and a sign of being a good team member to help your buddy get the help he/she needs. Seeking support means being responsible enough to take care of yourself or those around you.

(a) Buddies: typically the best “reality” check you can ever have. (b) Cadre: your Drill Sergeant, First Sergeant or Company Commander; they are

there to help and have a lot of experience with new Soldiers, the Army and are trained to be experts in Basic Combat Training.

(c) Chaplain: even if you are not “religiously oriented” Chaplains are excellent

listeners and your conversations are confidential, that means the Chaplain doesn’t talk about what was discussed.

(d) Behavioral Health: these personnel have the clinical expertise to help build

resilience skills, be a neutral sounding board and provide treatment if you or your buddy need it. The Army recognizes that some situations are pretty stressful and Soldiers need expert help – that’s why the Army makes sure there are experts at the clinic and during deployments.

NOTE: SHOW Slide 16 (“Adjust” Behavioral Reactions) b. Strategies to adjust physical reactions. NOTE: Left-click mouse to advance text block (1) Exercise: this is linked to lowering physical reactions to stress. In other words,

those who get more exercise become less affected by the stress they face. Exercise may also provide some protection against the impact of future stress. Luckily, the Army has kindly provided you enough physical exercise during BCT to build you up.

(2) Sufficient sleep: your days at BCT are planned down to the minute, and you

will probably never feel as though you are getting enough sleep. Be assured your body will adjust in time. Take advantage of the time you’re given to sleep as this affects your energy level and your health. Sleep helps bolster your immune system so you can fight off diseases and improves your alertness and concentration, which affects your safety.

(3) Proper nutrition: just as a vehicle needs proper fuel and maintenance to

perform properly, so does the human body. Simple adjustments to your daily diet now can immediately reduce the effects of stress, which in turn will give you more energy, make you stronger and more resistant to disease.

(4) Energy management: energy management means knowing how much to be

revved up – a certain amount is optimal but too much can get in the way of

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performing at your best. We’ll focus on when to keep your energy in check using a couple of techniques called “controlled breathing” and “grounding”. Let’s talk about some of these awareness and calming exercise techniques.

NOTE: SHOW Slide 17 (Energy Management: Controlled Breathing) c. Controlled breathing is a simple, quick and easy method of calming down if you

are feeling too revved up and to maintain clear thinking. Of course breathing is automatic, which explains why you successfully awake in the morning after a night’s sleep, but breathing is also under your control. You’ll find that your heart rate will follow your breathing rate; as your breathing rate increases, your heart rate increases. As we’ll show you, if you intentionally slow your breathing rate your heart rate will slow as well. Consciously slowing your breathing can be effective in returning to a calm state and restoring clear thinking when you find yourself becoming anxious or tense. There will be many new things you will do while in BCT that may make you anxious, can you think of a few?

NOTE: Query students for examples (such as APFT, confidence course, NBC chamber, the

firing range, etc.); pause for a diversity of responses. When confronted with something new, many of us can become anxious as the

task/event looms near. This anxiousness can make you breathe just a little faster – your heart beats a bit faster. This anxiety can lead to a loss of focus on the task at hand. The simple act of controlling your breathing can help return you to a calmer state and increase the clarity of your focus. While it’s a simple and effective method of restoring control, like most things, it requires a bit of practice.

NOTE: SHOW Slide 18 (Energy Management: Controlled Breathing) d. Let’s begin: NOTE: Left-click mouse to advance text block (1) Sit comfortably in your chair, facing forward with your hands on your knees

(palms down) and your feet planted firmly on the floor. Take a normal breath through your nose and hold it while I count to five…

NOTE: Left-click mouse to advance text block (2) Breathe out and as you do, focus on the feeling of relaxation. NOTE: Read Aloud: “OK, exhale through your nose. Again, take a normal breath as I count

to five while focusing on a feeling of relaxation…..OK, exhale.” NOTE: Left-click mouse to advance text block (3) Now we’ll perform this as an 10-second cycle. When you breathe in and out

do so through your nose. Your chest should remain still as you inhale. I’ll count for you as we do this for about a minute.

NOTE: Left-click mouse to advance text block NOTE: Read Aloud: “Ready…inhale 2-3-4-5, exhale 2-3-4-5; inhale 2-3-4-5, exhale 2-3-4-5.

Continue to count for about a minute. (In a calm voice) “after a minute or so you’ll find you are more relaxed, able to think a little more clearly and focus on whatever

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task lies before you. It works but remember, it requires a bit of practice.” How long would you continue doing this? (wait for student input)

NOTE: Left-click mouse to advance text block Typically you would do controlled breathing until the symptoms are gone or until you

feel more relaxed (or are returned to a calm state). NOTE: SHOW Slide 19 (Let’s Put It to the Test) NOTE: Instruct students how to locate their carotid pulse, use the picture on the PowerPoint

slide. Read Aloud: “How many of you have been trained to perform CPR? Where did you check for a pulse?” Tell students to measure their carotid pulse for 10 seconds (instructor to initiate start/stop while noting time). Tell students to now multiply that number by 6 and remember this number. Typically you will arrive at a number between 60 and 100. Get a quick show of hands for the number of Soldiers who have pulses below 60, between 60-70, 70-80, 80-90, 90-100, and above 100.

(4) Remember how we discussed how your rate of breathing affects your heart

rate? Let’s demonstrate what we mean. I want each of you to increase your rate of breathing by hyperventilating (taking short, shallow breaths).

NOTE: Demonstrate deep/rapid breathing. Acknowledge it may make them feel silly but

everyone will be doing it and it’s the best way to see how controlled breathing is so effective. Have students hyperventilate for about 30-45 seconds. Read Aloud: “If you feel yourself becoming dizzy, please stop.” When they have 10 seconds remaining tell them, “You have 10 seconds to go, keep going and get ready to take your pulse; stop - take your pulse.” Have students stop hyperventilating and begin measuring their carotid pulse for 10 seconds (again, initiate start/stop while noting time). Tell students to now multiply that number by 6 and remember this number. Typically you will arrive at a number between 20-40 beats higher. Get a quick show of hands for the number of students who have pulses below 60, between 60-70, 70-80, 80-90, 90-100, and above 100. Note that on average more students are reporting higher pulse rates.

(5) Lowering your rate of breathing will also lower your heart rate. I want you

each of you to concentrate on decreasing your rate of breathing using the technique we just discussed.

NOTE: Read Aloud: (count for the students) “Inhale 2-3-4-5, Exhale 2-3-4-5…” (continue for

about 30 seconds). Have students measure their carotid pulse for 10 seconds (again with you initiating start/stop time). Tell students to again multiply that number by 6 and remember this number. Get a quick show of hands for the number of people who had lower pulse rates than before. Typically you will have a pulse rate that has again returned to a rate that is close to the original rate that existed before the hyperventilation.

(6) Use these techniques when you find yourself becoming anxious or sense that

you’re not thinking clearly. As you see it does work, especially when used in conjunction with the grounding technique we’ll be discussing next.

NOTE: SHOW Slide 20 (Energy Management: Grounding) e. There are times when our minds are bombarded with what seems like a thousand

thoughts, where your mind is going a thousand miles a minute and you can’t focus on the task at hand. Grounding is a technique that’s used to bring your awareness back

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to the here and now. Being able to refocus on the here and now is an important Soldier skill for maintaining situational awareness.

(1) Grounding is designed to make you more attuned to your surroundings and

less consumed with intrusive thoughts. (2) Grounding can result in arousal control (not to be confused with the arousal

mentioned in late night infomercials) and counteract the negative effects of adrenalin. NOTE: SHOW Slide 21 (How to Ground (3x3 Exercise)) (3) Let’s talk about one technique of grounding, what we call the “3 by 3

Exercise”. NOTE: Left-click mouse to advance text block (4) Using this technique, identify three things you can: NOTE: Left-click mouse to advance text block (a) See, “Tell me three things you can see right now.” (b) Hear, “Tell me three things you can hear right now.” (c) Feel, “Tell me three things you can (physically) feel right now.” NOTE: Have the students verbally list things they can see in the classroom. See (the

instructor, the slides being projected, their weapon, etc.). Hear (the projector, feet sliding on the floor, the air conditioner, the instructor speaking, etc.). Feel (their seat, their uniform on their body, their hands on their legs, the cool breeze of the air conditioning, etc.).

NOTE: Left-click mouse to advance text block (5) You can modify the three examples to other things in your immediate

environment (field examples). For example while you’re on the firing range (seeing the target, rifle sight, sand bags; hearing commands from the tower, your feet moving in the dirt, your breathing; feeling the sweat on your back, the weapon in your hands, the sun on your face).

NOTE: SHOW Slide 22 (How to Ground) (6) Grounding is best used before or after controlled breathing. NOTE: Left-click mouse to advance text block (7) If you see one of your buddies is anxious, you can use grounding to help focus

them on the present, calm down and restore clarity of thought. NOTE: SHOW Slide 23 (“Adjust” Emotional Reactions) f. We’ve already discussed adjusting our thoughts, behaviors and physical reactions.

Now let’s discuss adjusting your emotional reactions. (1) Our emotions are influenced by the other reactions (thoughts, behaviors and

physical reactions). Remember that thoughts tend to drive the emotional train so if

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you want to adjust your emotions, use your thoughts. If you’re too revved up, try grounding and controlled breathing.

(2) Always remember that you don’t have to act on your emotions. Even if your

anger is appropriate given the circumstances, you are not required to act on it! It’s still your choice. Being a resilient Soldier means being able to buy yourself some time so you can make a good decision as to whether to act on your emotions or not.

(3) Practice optimism, practice keeping things in perspective and practice focusing

on the good stuff. These techniques are excellent ways to keep your emotions positive and are fundamental elements of being resilient.

(4) Sometimes there will be emotions that will be predominantly negative. Keep in

mind that being able to control your emotions is a skill and it means showing the right emotion at the right time. Controlling emotions doesn’t mean “simply holding them in.” It means demonstrating emotions when appropriate, checking them, adjusting them, and not showing emotions at an inappropriate time or in an inappropriate way.

(5) Emotional control is a fundamental Soldier skill. It will probably take some

practice but it will be the foundation for you to make good decisions and be a strong team member.

NOTE: Check on Learning QUESTION: What are some strategies for “adjusting” behavioral reactions? ANSWER: Time management, writing letters or journaling, distraction techniques,

and seeking support when needed. QUESTION: What are some techniques for “adjusting” some of our physical

reactions? ANSWER: Exercise, getting sufficient sleep and proper nutrition, and energy

management. QUESTION: What are two methods of “energy management” we discussed? ANSWER: Controlled breathing and grounding techniques. QUESTION: When is the technique of “grounding” most effective? ANSWER: When used in conjunction with the controlled breathing technique. 4. Learning Step / Activity 4. Scenarios Two and Three Method of Instruction: Conference / Discussion Instructor to Student Ratio: 1:35 Time of Instruction: 20 mins Media: Slide Presentation NOTE: SHOW Slide 24 (Scenario Two) a. Let’s run through another scenario, this one concerns your buddy. “You’re in line

at the shoppette with your buddy, and someone from another platoon cuts in front of him.”

NOTE: Left-click mouse to advance text block (1) What reactions might your buddy have given this activating event?

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NOTE: Query students for examples to the above question, again the majority of student responses will likely be negative responses and likely overreactions. For example, the students might say their buddy would get angry, complain loudly, yell at him, push the guy out of line, etc.

NOTE: SHOW Slide 25 (Scenario Two) (2) Check – how helpful are these reactions? NOTE: Query students regarding the above question. For example, will these reactions be

helpful (optimal)? Will they help the buddy be a better Soldier? NOTE: Left-click mouse to advance text block b. How can you help him adjust these reactions? NOTE: Query students regarding the above question; pause for a diversity of responses. NOTE: Left-click mouse to advance text block (1) Help put it in perspective. You still have to form up and be marched back to

the barracks when everyone is through; what did you really lose when he cut in line? How have you really been harmed?

NOTE: Left-click mouse to advance text block (2) Help your buddy by using humor. For example, “Is that Megan Fox back

there?” Yes, it’s possible Ms. Fox buys her shower shoes at the same shoppette you do. Challenge the “Them-Them-Them” thinking trap. It’s important to recognize that you may not have all of the relevant information; after all, it’s possible his Drill Sergeant told him to cut to the front of the line because he just returned from sick call and he’s the last member of the other platoon. It’s also possible you’re about to make a very big mistake and bring down a bit of smoke on yourself (and your platoon).

NOTE: SHOW Slide 26 (Scenario Three) c. Ok, let’s run through one last scenario, this one involves one of the events

required for Soldiers to complete BCT. “You’re getting more and more anxious before one of the big training events (e.g., Gas Chamber, Confidence Course, Weapons Qualification).”

NOTE: Left-click mouse to advance text block (1) What reactions might you have when facing these activating events? NOTE: Query students for examples to the above question, again the majority of student

responses will likely be negative responses. Listen for physical, behavioral, thought, and emotional reactions.

NOTE: Show Slide 27 (Scenario Three) (2) Check – how helpful are these reactions? Are they helping you become a

better Soldier or getting you any closer to your goals? NOTE: Query students regarding the above question; pause for a diversity of responses.

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NOTE: Left-click mouse to advance text block (3) What can you do to help yourself when you find yourself getting more and

more anxious when facing these events? Begin by asking yourself: (a) Step 1. What’s controllable? Is this situation (activating event) something I

can even impact or change? If yes, take action. (b) Step 2. If it’s not a situation you can control, adjust your initial reaction. NOTE: Left-click mouse to advance text block (4) Once you focus on what you can control (your initial reaction), how might you

end up feeling and acting? NOTE: Query students regarding the above question; pause for a diversity of responses. NOTE: SHOW Slide 28 (Resilience) d. Watch out for your buddies and help them wherever possible. Know they’ll be

watching out for you – teamwork, one of the finest traditions of the United States Army. Check and adjust your initial reactions; if the initial reactions are not helpful in a given situation – adjust them. You can train yourself in how to manage your reactions – that’s part of being mentally prepared.

NOTE: SHOW Slide 29 (Soldier’s Creed) e. We started this training by looking at The Soldier’s Creed and the words that deal

directly with resilience and mental fitness. Words such as never accepting defeat or quitting, never leaving a fallen comrade and the need to be mentally as well as physically tough. Being mentally tough and resilient will go a long way to helping you live by the principles and ideals represented by this creed.

NOTE: Check on Learning QUESTION: What are some of the techniques we discussed to help us help our

buddies when facing a stressful situation as when someone “cuts” in line? ANSWER: Helping with humor and putting the situation into perspective. QUESTION: If you find you’re in a situation you cannot control, what is your next

step? ANSWER: To adjust your initial reaction to the situation. NOTE: SHOW Slide 30 (Terminal Learning Objective)

TERMINAL LEARNING OBJECTIVE

ACTION: Identify techniques to “check and adjust” initial reactions and energy management to ensure optimal performance

CONDITIONS: In a classroom environment, given an overview of techniques of how to check and adjust initial reactions

STANDARDS: Identifying techniques to check and adjust initial reactions and energy management to ensure optimal performance utilizing the Comprehensive Soldier Fitness (CSF) concepts and the principles

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SECTION IV. ASK FOR QUESTIONS AND SUMMARY Method of Instruction: Discussion Instructor to Student Ratio: 1:35 Time of Instruction: 5 mins Media: None a. Ask students if they have any questions. b. Answer all questions or agree to get back to students with a complete or appropriate

answer. NOTE: SUMMARY Today we summarized your first Resilience period of instruction then: We talked about some techniques of adjusting our initial thought reactions; techniques such as

self-talk, the use of humor and the need to sometimes “restructure” our thoughts. We talked about thinking traps – automatic patterns of thinking that can affect our perceptions of situations. Thinking traps such as Me, Me, Me, Them, Them, Them, Jumping to Conclusions, etc. Remember, while it’s important to avoid thinking traps, it doesn’t mean you should always second-guess your intuition. We also discussed “One time-One thing” – the need to avoid being overly self-critical; the resilient way to approach our mistakes is to think of them as one specific thing occurring at one specific time.

We talked about strategies and techniques to adjust behavioral reactions; such as time

management, letter writing, distraction, and seeking support from our buddies, cadre or healthcare professionals.

We discussed strategies to adjust physical reactions such as exercise, sleep management and

proper nutrition. We also demonstrated energy management techniques such as “controlled breathing” and “grounding”.

Finally we talked about strategies to adjust emotional reactions (which are influenced by our

thoughts, behaviors and physical reactions). Recognize that you don’t have to act on your emotions and to always focus on the good stuff.

In closing, during these two sessions, we discussed what it means to be resilient and mentally

tough. We talked about skills and techniques to help you achieve optimal performance while working towards meeting your goals. We talked about teamwork. Going through Basic Combat Training can be a big adjustment as you transition from your civilian life to life as a Soldier. It can be challenging, it can be tough. Remember, it’s designed to be tough. Be there for your buddy and know they’ll be there for you. Learn to work as a member of a team and you’ll be successful here, in BCT, in AIT and as you move out to your assigned units.

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SECTION V. STUDENT EVALUATION (OPTIONAL)

Testing Requirements

None

Feedback Requirements

None

A-1

Appendix A - Viewgraph Masters

VIEWGRAPHS

STRM Slide #1 Terminal Learning Objective Slide #2 Quick Refresher Slide #3 Initial Reaction Slide #4 Self-Talk Slide #5 Self-Talk Slide #6 Maintain Your Sense of Humor Slide #7 Restructure Your Thoughts Slide #8 Thinking Traps Slide #9 Thinking Traps Slide #10 Scenario One Slide #11 Scenario One Slide #12 Restructure Your Thoughts Slide #13 Scenario One Slide #14 "Adjust" Behavioral Reactions Slide #15 "Adjust" Behavioral Reactions Slide #16 Energy Management: Controlled Breathing Slide #17 Energy Management: Controlled Breathing Slide #18 Let's Put It to the Test Slide #19 Energy Management: Grounding Slide #20 How to Ground (3x3 Exercise) Slide #21 How to Ground Slide #22 "Adjust" Emotional Reactions Slide #23 Scenario Two Slide #24 Scenario Two Slide #25 Scenario Three Slide #26

A-2

Appendix A - Viewgraph Masters (con’t)

VIEWGRAPHS

Scenario Three Slide #27 Resilience Slide #28 Soldier's Creed Slide #29 Terminal Learning Objective Slide #30

B-1

Appendix B - Test(s) and Test Solution(s) (N/A)

C-1

Appendix C - Practical Exercises and Solutions Built in Lesson Plan

D-1

Appendix D - Student Handouts (N/A)