PsychoeducationaboutAnxiety--forYouandYourStudents

1.Introduction

Ifyouarereadingthesematerials,oddsareyouteachlaw,orareanadministratoratalawschool,andyouaredismayedattheimpactanxietyandrelatedemotionalissueshaveonyourexceptionallybrightandtalentedlawstudents.Youseehowunnecessaryanxietyinterfereswithparticipationandlearningandleavesstudentsfeelingunhappyandvulnerable.(Someanxietyandstressisnaturaland,aswe’lldiscuss,canevenbeperformanceenhancing.)

Inthesematerials,weprovideeducationaboutanxietyandintroduceempiricallyvalidatedtechniquestoreduceanxiety.Wethenshowyouhowyoucansharethesetechniqueswithyourstudents.Ourgoalistoteachyousoyoucanteachyourstudents.Tomakethiseasier,weteachyouinalmostpreciselythesamewaywerecommendyouteachyourstudents.

Thesematerialswerewrittenbytwopsychologists(oneofwhomisalawprofessor)andwerethebasisofathree-hourcoursetaughtsuccessfullyforyearsbyfaculty(withoutpriortraininginpsychology)atStanfordandYaleLawSchools.

Inthefirstpartofthesematerials,weprovidesomedataontheimpactofanxietyanddepressiononlawstudentsandlawyers.

Wenextgiveyouamentalexercisethatwillhelpyouconnectwiththeanxietyyouexperiencedinanacademicorprofessionalcontext.Theexercisewillintroducethecognitivemodelofanxietyandcognitivereframingtechniques.Thesearethesameexerciseswesuggestyouteachyourstudentsandcomprisethecoreofthecourseyouwillteach.

Finally,webrieflyintroducebehavioralapproachesthatreduceanxietyandprovideexercisestohelpyouunderstandthoseapproaches.

Thesecondpartofthesematerialsdiscusseshowtoteachwhatyoulearnedtostudents.Weprovideastep-by-stepguidetoathree-hourcourseandfollow-upexercises.Essentially,youwillbeteachingyourstudentsthesamematerialyoulearn,inthesameorder.Finally,weprovideinformationaboutreferringstudentsformentalhealthservicesifneeded.

Thesematerialsareconnectedtoatwo-partwebinar.Inthefirstpart,weteachthesematerials.Inthesecondpart,wediscusshowyoumightteachthematerials.Youwillhaveanopportunitytoteachthematerialstoeachotherandobtainfeedbackfromusandotherparticipants.

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PARTONE:PSYCHOEDUCATIONABOUTANXIETYANDMOOD

2.Anxietyamonglawstudentsandlawyers

Anxietydisordersarethemostcommonmentalhealthdisorders.1AccordingtotheAmericanPsychiatricAssociation'sDiagnosticandStatisticalManual(DSM),approximatelyoneinfiveindividualswillmeetdiagnosticcriteriaforananxietydisorderinhisorherlifetime.Inaddition,manyindividualswillexperienceanxietythatdoesnotmeetcriteriaforamentalhealthdiagnosisbutnegativelyandsignificantlyimpactstheirphysicalhealth,inhibitsinterpersonal,academic,andprofessionalperformance,andimpairstheiroverallqualityoflife.2Atsomepoint,nearlyeveryonewillexperienceboutsofsignificantanxiety.3

Whileanxietycanbeunpleasantanddebilitatinginitsownright,italsocancontributetosubstanceabuse,depressionandsuicide.Approximatelyone-halfofallindividualswithclinicaldepressionalsosufferfromanxiety.4

Anxietydisordersappeartohavebothgeneticandenvironmentalcauses5andthereisnoreasontobelievethatindividualswhochoselawcareersarelesssusceptible.Tothecontrary,lawyersandlawstudentsoperateinenvironmentsthatareapttogenerateanxiety.Moststudentsexperiencelawschoolasquitecompetitive.Lawstudentsandlawyersareevaluatedinpartontheirpublicperformance.Theyadopttheexpectationthattheymustalwaysthinkrapidlyandarticulateclearlyoftenwithinadequatesleep.Inanadversarialcontext,lawyersfrequentlyfindtheireffortsdeprecatedbytheiropponent.Lawschoolstrytopreparestudentsforthesepressuresinavarietyofways(e.g.,‘cold-calling’,theSocraticmethod,clinicalexperience,trialpractice,mootcourt),butthatpreparationitselfoftenisasourceofanxiety.

Lawstudentsfaceothersourcesofanxietytiedtotheirprospectivecareer:whethertheywilllikepracticinglaw,whethertheywillbegoodatpracticinglawand,formany,whethertheywillbeabletogetajobintheprofession.Finally,and1ANXIETYANDDEPRESSIONASSOCIATIONOFAMERICA,FACTSANDSTATISTICS,http://www.adaa.org/about-adaa/press-room/facts-statistics(lastvisitedSep.20,2015)

2AMERICANPSYCHIATRICASSOCIATION.DIAGNOSTICANDSTATISTICALMANUALOFMENTALDISORDERS190(5thed.2013)[hereinafterDSM]

3Id.

4ANXIETYANDDEPRESSIONASSOCIATIONOFAMERICA,FACTSANDSTATISTICS,http://www.adaa.org/understanding-anxiety/depression(lastvisitedSep.20,2015)

5See,e.g.JohnM.Hettema,TheStructureofGeneticandEnvironmentalRiskFactorsforAnxietyDisordersinMenandWomen,62ARCHIVESOFGEN.PSYCHIATRY182,182-89(2005)

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relatedly,thetimepressuresoflawschoolcanthreatenpositivepersonalvalues(e.g.,dating,exercise),whichlikelyreducesstudentwell-being.

Inthishigh-stressenvironment,itisunsurprisingthatlawstudentssufferfromhighratesofanxiety,startingintheirfirstyearoflawschool.6Thesestresslevelscontinuetoriseoverthecourseoflawschool.7Thehighrateofemotionaldistressdoesnotseemtobeattributabletotherigorsofgraduateschoolmoregenerallyortothepersonalitiesofpeopledrawntolawschool;lawstudents’ratesofanxietyanddepressionarehigherthanthecorrespondingratesamongmedicalschoolstudents8andamongfuturelawstudentswhohavenotyetstartedlawschool.9

Studiesofpracticinglawyersshowthatmanyreporthighlevelsofjobsatisfactionandwell-being;thisisparticularlytrueofmoreseniorlawyers,andlawyerswhodonotworkinlargefirms.10Overall,though,anxietycontinuestoplaguethoseintheprofession.11AstudyoflawyersinWashingtonState,forexample,foundanxietylevelsroughlyastandarddeviationabovethatofthegeneralpopulation;overone-fifthofthesamplehadlevelsthatplacedthemintheupper2%ofthegeneralpopulation.12Lawyerswereshowntohavehigherratesofdepressionandalcoholuse.13Onestudyofmorethanonehundredprofessionsfoundthat

6KennonM.SheldonandLawrenceS.Krieger,DoesLegalEducationHaveUnderminingEffectsonLawStudents?EvaluatingChangesinMotivation,Values,andWell-Being,22BEHAV.SCI.LAW261,273-74,278(2004)(findingsignificantreductionsinwell-beingduringthefirstsevenmonthsoflawschool,whichpersistedthroughoutlawschool);G.AndrewH.Benjaminetal.,TheRoleofLegalEducationinProducingPsychologicalDistressAmongLawStudentsandLawyers,11Am.BarFoundationResearchJ.225,246(1986)(findingthatasmanyas40%oflawstudentsexhibit“significantlyelevated”anxietyanddepression).

7NancyJ.Soonpaa,StressinLawStudents:AComparativeStudyofFirst-Year,Second-Year,andThird-YearStudents,36CONN.L.REV.353,377(2004);Benjaminetal.,supranote6,at241.

8MatthewM.DammeyerandNarinaNunez,AnxietyandDepressionAmongLawStudents:CurrentKnowledgeandFutureDirections,23L.&HUMANBEHAVIOR55,67(1999).

9SheldonandKrieger,supranote6,at271;Benjaminetal.,supranote6,at240.

10JeromeM.Organ,WhatDoWeKnowAbouttheSatisfaction/DissatisfactionofLawyers?AMeta-analysisofResearchonLawyerSatisfactionandWell-being.8U.ST.THOMASL.REV.225,225(2011).

11ConnieJ.A.Beck,BruceD.Sales&G.AndrewH.Benjamin,LawyerDistress:Alcohol-RelatedProblemsandOtherPsychologicalConcernsAmongaSampleofPracticingLawyers,10J.L.&HEALTH1,45(1995)(findingthat“analarmingpercentageofnewlypracticinglawyersarereportingavarietyofsignificantpsychologicaldistresssymptomswellbeyondthatexpectedinanormalpopulation”).

12Id.13Id.

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lawyershadthehighestratesofdepression.14Lawyerscommitsuicideataratesixtimeshigherthanthegeneralpopulation.15

3.Understandinganxiety

Tobestunderstandanxiety,itishelpfultohaveanexperiencefreshinyourmind.Tohelpyouunderstandanxiety,andtoillustratethecognitivebehavioralmodelofanxiety,wewouldlikeyoutothinkbacktoyourfirstweekoflawschool.

4.Exerciseone:Experiencinganxiety

Pleasehaveapenhandywhileyoudothisandanyfollowingexercise.

Recallyourfirstsemesterclasses.Spendafewsecondsrememberingafewdetailsofoneclass.Nowimaginetheprofessorhasjustraisedacasenameandislookingaroundtheroomtocold-callonsomeone.Youfeelyourselfgettingnervousashiseyesmoveinyourdirection.You’vebeenchosen!Heasksyoutosummarizethecase.

Youthrowopenyourcasebooktoaboutwherethecaseis,tolookatthecaseandyournotes.Youseeyourselflookingatacaseyouhaven'tread;you'vegonetoofar.Youthumbbackafewpages-stilltoofar.Youstartflippingpagesbackward.Nowyou'vepassedit.Youthinktoyourself:thisisridiculous,I'mtakingforever.Youdecidetotakeastabatthecasefrommemory.Yourvoicesoundsshrillandtinnyasyoustrugglethroughyouranswer.Youseeeveryonelookyourway;yourfacefeelsflushed.

Theprofessornodsandyouheaveasighofrelief,butthenhearafollow-upquestion:"Whatdoyouthinkthecourtwasreallygettingat?"

Youthink,“Whatdoeshemeanby,‘really’?”Hadyoustatedtheissueandgottenitwrong?Youthink,“Beprecise,beprecise.”Youseeeveryoneisstilllookingatyou.Youincongruouslynoticethenailsofthestudenttworowsinfront.

Theprofessorcallsonanotherstudentwhohasraisedherhand.

14WilliamW.Easton,JamesC.Anthony,WallaceMandel&RobertaGarrison,OccupationsandthePrevalenceofMajorDepressiveDisorder,32J.OCCUP.MED.1079,1083(1990).

15BrianS.Clarke,LawProfessors,LawStudentsandDepression,4J.Law209,220(2014).

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Now,imaginingyourselftobeinthatsituation,writedownyourthoughts.

Note:Ifyoucanrecallasimilarsituation,youcanthinkaboutthatsituationwhenansweringthisorsubsequentquestions.

Myanxiousthoughtsnoware:

Stanfordstudentsinthatsituationwrotedownthoughtssuchas"I'manidiot,”"I'mtheoneadmissionserror,""EveryonethinksI'mstupid,”"TheprofessorthinksI'mafool,"“Ican'tdothis,""I'llneverbeabletofigurethisout,""I'mterribleatthis,""Everyonethinksofmeastheclassclown."

Re-readyourthoughts,andnowdescribeyouremotions.

Myemotionsrightnoware:(Ifeel)

Stanfordstudentsinthissituationdescribedfeeling:"stressed,""disappointedinmyself,”"angryatmyself,”"jealousofmyclassmateswhoansweredthequestionright."

Nowreadyourthoughtsandemotionsanddescribephysicalsensations.Whatishappeninginyourbody?

InmybodyIfeel:

Stanfordstudentsdescribedfeelinghot,numb,theirheartbeatingfast,breathquickening,andstomachcramps.

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Finally,whatisyourbehavioralresponsetoallofthis?Whatwillthiscauseyoutodo?

Iwillrespondbydoing(ornotdoing):

Stanfordstudentslistedavoideveryone,notraisemyhandorparticipate,notsleep,seekoutvalidationfromfriends,complainaboutitonFacebook,callmyfamily.

5.TheCognitiveModel:Hownegativeautomaticthoughtsinfluenceemotion

Ifyoutooktheaboveexerciseseriously,youprobablyhadanumberofnegativethoughts-eventhoughyouareyearsremovedfrombeinginthestudent'ssituation.Forexample,youprobablythoughtsomevariantof"Ilooklikeafool."Yournegativethoughtsmayhavecomeinachain,withonethoughtleadingtoanother.Thesethoughtswereaccompaniedbynegativeemotions(e.g.,embarrassment),physicalsensations(e.g.,feelinghot),andbehaviors(e.g.,avoidingeyecontact,leavingtheroomaloneandquickly).

Negativeautomaticthoughtscanstickwithyouand,eachsubsequenttimeyouthinkthem,theycanreproducethesameemotions,physicalsensations,andbehaviorsyouexperiencedatthetimeoftheinitiatingevent.Negativeautomaticthoughtsarenotintentionallyrecalledorquestioned-theyjustautomaticallyenteryourmind.Often,negativeautomaticthoughtsareinaccurateoratleastexaggerated.

TheCognitiveModelpositsthatemotions,physicalsensations,andbehaviorsareinfluencedbyautomaticthoughts,assumptions,interpretations,andbeliefsaboutself,others,andtheworld.TheCognitiveModelassumesthatpeoplecanlearnto:1)noticeandidentifynegativeautomaticthoughts;2)questionautomaticthoughtsforaccuracyorutility;3)identifyinaccuracy,exaggeration,orerror(alsoreferredtoascognitivedistortionsorunhelpfulthoughts);and4)challengecognitivedistortionsandreframeautomaticthoughtstointerruptthecycleandchangeemotions,physicalsensations,andbehaviors.Webeginthismemobyreviewingsomecommoncognitivedistortionsassociatedwithanxiety.

6.Commoncognitivedistortionsandself-defeatingthoughts

Whileautomaticthoughtsobviouslyvaryfromsituationtosituationandpersontoperson,cognitivedistortionstendtofallwithinafewoverlappingcategories.

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a. Overgeneralization.Thisisprobablythemostcommoncognitivedistortion.Anovergeneralizationoccurswhenapersondrawsaconclusionfromasingleincidentorpieceofevidence.Youmightthink"I'mnogoodatthis,"afterthefirstfewweeksoftryingoutanewskill,oranewfieldofstudy.Forexample,perhapsasastudentyoureceivedapoorgradeonalawschoolexam,andconcludedyou'dneversucceedatthisprofession.

b. FortuneTelling.Predictingthefuture(e.g.,“I’mgoingtofailthistest.”)

c. Mind-reading.ThisusuallybeginswithHe/She/Theythink…(e.g.,“MyclassmatesthinkIamtheadmissionserror.”)

d. Catastrophizing.Thisisfortunetellingtotheextreme.(e.g.,“Iamgoingtofailthistest,getkickedoutoflawschool,andendupunemployedandhomeless.”)

e. Discountingthepositive.Youignoreyoursuccessesortreatthemasmeaningless.Forexample,youmayhavegottenmanycomplimentsfromstudentsbutfocusononestudentwhowroteanunfavorablereview.Oryoufocusononecriticalcommentinaworkshop,ignoringallpraise.Astudentmightdothesameonhergrades.Shetellsherselfthat,“successesdon'tcountbecausetheexamswereeasy.”Shediscountspraiseasinsincere.

f. Black-and-white/all-or-nothing/dichotomousthinking.Black-and-white,dichotomousthinkingdividestheworldintotwostates,onlyoneofwhichisacceptable.Unfortunately,the"good"statetendstobeperfectionist,oftenunattainable,orverydifficulttoremainwithin.Onecommonformofblack-and-whitethinkingisshould/must/oughtstatements.Thesestatementsrigidlydictateappropriatestandardsofbehaviorforselfandothers.Theygenerallyincludemoraljudgmentthatdoesnotapplytoeverypersonoreverysituation.Whenyousayyoushoulddosomethingyouignorereasonswhyyoumightnotbeableto(ormightnotchooseto)dothat.Shouldstatementssetupno-winsituations.Whenyoudosomethingyoufeelyoushoulddo,youoftendon'tgetmuchsatisfaction:You'vemerelydonesomethingyoushouldhavedone.Butwhenyoufail…

g. Emotionalreasoning(mistakingemotionforrationalthoughtorfact).Hereyoutakethedepthofemotionassociatedwithathoughtasproofofitsveracity.Ifyoufindyourselfsaying"Ijustknowit'strue,orIcanfeelit'strue,thereisagoodchanceyou’refallingintothiscategoryofthinking.”

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h. Maladaptivethoughts.Amaladaptivethoughtistruebutoftenexaggeratedorunhelpfultodwellon.Perseveratingaboutacriticalcomment(e.g.,“Youneedtoworkonyourlegalwriting”)isanexampleofamaladaptivethought.Strictlyspeaking,amaladaptivethoughtisnotacognitivedistortion,butitusuallyaccompaniescognitivedistortions(suchasdiscountingthepositive)andlessensyourabilitytocope.

7.Identifyingautomaticthoughtsandcognitivedistortions

Thefirststepinreframingorchallengingthesenegative,automaticthoughtsistoidentifythem.Onetechniqueistokeepa"thoughtrecord”.Atitssimplest,athoughtrecordissimplyapieceofpaperonwhichyourecordanxiety-provokingeventsandthenegativethoughtsthatoccurredbefore,during,andaftertheevent.

8.Exercisetwo:Identifyingnegativeautomaticthoughtsandassociated

cognitivedistortions

Belowwerecreated(andslightlychanged)someofthecommonnegativethoughtsfromexerciseone.Findthecognitivedistortionsassociatedwitheachnegativethoughtonthethoughtrecord.Wegotyoustartedbelow(noticethatitiscommonforonenegativeautomaticthoughttohavemorethanonecognitivedistortion):

Event:Cold-callinclass

AutomaticThought(s) CognitiveDistortion(s)

"Iamnogoodatthis” Black-and-whitethinking;overgeneralization;discountingthepositive

“EveryonethinksI’mafool”

9.Waystoreframenegativeautomaticthoughts

a.Ifthoughtsareautomatic,canwereallychangehowwethink?Psychologist,CarolDweck,introducedthetermmindsetanddifferentiatedbetweenagrowthmindsetandafixedmindset.Withagrowthmindset,peoplebelievethatqualitiescanbealteredanddevelopedthrougheffortanddiligence.Withafixedmindset,peoplebelievethattraitsandqualitiesarefixed.Youmaybewonderingthenifthesemindsetsaregenetic,permanent,andunalterable?Ampleresearchshowsthatpersistentpracticeofalternatethinkingchangesautomaticthoughtpatterns;andasaresult,increasesmotivation,learning,andproductivity.Youcanrewireyourautomaticresponsestochallengingsituations.Inaddition,youarenotstuckwithactingonyourfirstthoughtoremotion.Youcanchallengeandreframeyour

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thoughtsandsubsequentlyalteryourfuturethoughts,emotions,physicalsensations,andbehaviors.

Forsome,simplyrecognizingautomaticthoughtsandidentifyingcognitivedistortionsmaybesufficient.Suppose,forexample,younoticetheword"never"or"always"inathought.Youmightsaytoyourself"I'movergeneralizing"or"seeingthingsinblackandwhite"andthatmightbeenoughtogetyouthinkingdifferently.Otherswillfindthefollowingreframingtechniquesuseful.

b.Whatwouldyoutellafriend?/Doublestandard.Withthistechnique,youreframenegativeautomaticthoughtsthewayyouwouldforagoodfriend-orastudent.Youcanusuallythinkmorerationallyonbehalfofafriendthanyoucanforyourself.Often,youwillbemorecharitableforandforgivingofafriend.Thistechniqueissometimescalledthe"doublestandard"techniquebecauseitchallengestheunrealisticandunforgivingstandardsimposedonourselves.

c.Thinklikealawyer.Anothertechniqueistochallengethenegativethoughtasyouwouldastatementofacourtroomopponent.Thismightbecalledthe"thinklikealawyer"technique.Here,youexaminethethoughtsfortheiraccuracy.Youquestiontheevidenceinfavorandagainstthethought.Askyourselfforalternativeevidencetoexplaintheeventthatgivesrisetothethought.Usetheresultsofthisquestioningtowriteamoreaccuratestatement.

Example:Astudentthinksshehaslosttherespectofherclassmatesbecauseshewasnotabletorememberthequestionacaseposed.Thenegativeautomaticthoughtis,"Noonerespectsme.”Butsheisunabletoidentifybehavioralchangesinhowherclassmatesrelatetoher.Sheisunabletorecallanysituationinwhichaclassmateflubbedananswerandsheorothersrespondedbylosingrespectfortheclassmate.Herresponsemightbe,"Thereisnoevidencethatmissingadetaillikethisleadstoalackofrespectbyothers.”

d.Shadesofgray.Anothertechniqueistoframethesituationinshadesofgray.Thisisagreattechniqueifyoufallintoblack-and-whitethinkingaboutasituation.Suppose,forexample,youtrytoextendyourrangeasateacheroradministrator,getsomethingwrongandconclude"Ican'tdothisatall.”Youcanstartbythinkingofwhoreallycan'tdothetaskatall:perhapssomeonewholackstheknowledgeorabilitytotakeonthetask,cannotrelatetoothers,andsoon.You'reclearlynothim.Nowthinkofsomeonewhoisgreatonthefirsttry,thequickestlearnerimaginable,withaskillsetthatfitsthetaskperfectly.You'renother,either.Thisexerciseshouldleadyoutoconcludethat,likealmosteveryone,you'resomewhereinthemiddle.

Realizingyouarenotthebestcanbeemotionallyfreeing:itmeansyoudon'thavetotrytobeperfect.You'llmakemistakes,andcanlearnfromthem.

Forstudents,anegativethoughtforwhichshadesofgreyworkswellissomevariantof"I'mtheworststudentintheschool."Youcanaskhimtothinkofthe

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actualworststudent,whohasprobablyalreadylefttheprogram-andthenaskhimtothinkofthebeststudent.

e.Semantictechnique.Reframe"should"or"haveto"or"must"as"Itwouldbeniceto"or"Iwouldpreferto."Whydothis?Itrecognizesautonomyandchoice-andthefactthatsometimeswecan'treachagoal.

WeincludeasAppendixAalistofcommoncognitivedistortions/unhelpfulthoughts.

10.Exercisethree:Doublestandardandthinklikealawyer

Wecreatedathoughtlogthatincorporatessomecommonresponsestoexerciseone(i.e.,imagineyourexperienceafterbeingcalledoninduringthefirstweekoflawschool).Usingthe"doublestandard"and"thinklikealawyer"techniques,writeanalternateresponseorreframetheautomaticthought.Wereframedthefirstnegativeautomaticthoughtasfollows:

Event:Cold-callinclass

AutomaticThought(s) CognitiveDistortion(s) Reframe

"Igavetheworstanswerever"

Overgeneralization;black-or-white/all-or-nothingthinking.

Iwasabletocorrectlysummarizethecasefrommemory.Itwasn'tclearthattheotherquestionwasevendirectedme.(Whatyou'dsaytoafriend/doublestandardtechnique)

WhatevidencedoIhavethatmyanswerwastheworstanswerevergiven?(thinklikealawyertechnique)

"TheythinkIamanidiot"

11.Reframingtechniquesformaladaptive(butpossiblytrue)thoughts

a.Isthisthoughthelpful?Sometimesanegative,automaticthoughtmaybetrue,butunhelpfultodwellon.Forexample,yourmindkeepsrecallingataskon

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whichyouperformedpoorly.Youcangeneratealistofthereasonsitisandisn'tusefultodwellonthemistake,andthenrespondbytellingyourself,"WhileitistruethatIperformedpoorly,itwasonetaskandthisisnotausefulthought.”

b.CanIlivewiththat?Sometimestheautomaticthoughtmaybeaccurate,buttheimplicationsareexaggerated.Forexample,youmightaccuratelythinkyouwillnotgetanofferfromafirmoragencywithwhichyoujustfinishedclerkingandassume,withoutexamination,thateventwillbedevastating.Askyourselfwhetheryoucouldsurvivenotreceivingtheoffer?Willyourfriendsabandonyou?Willallemployersrejectyouonthatbasis?Youwillprobablyconcludeyoucanlivewiththefailure.Thisstrategywillrevealthatevenifyourfearsarerealized,youcanlivewiththeoutcome.

12.Exercisefour:Practice

1)ExaminetheReframingTechniquesHandout.Useoneofthetechniquesotherthan“doublestandard”or“thinklikealawyer”toreframetheautomaticthoughtonthechartbelow.

2)Mostpeoplehaveoneortwo"goto"reframingtechniquesthatlogicallycorrespondwiththeirpatternoftheircognitivedistortions.Whichtechnique(s)resonatesmostwithyou?

Event:

AutomaticThought(s) CognitiveDistortion(s) Reframe

"I’llneverbegoodatthis.”

13.Exercisefive:Morepractice

Thisweek,noticeunpleasantorchallengingeventsthattriggernegativeautomaticthoughts.Listtheautomatic

thought(s)andaddthecorrespondingemotions,physicalsensations,andbehaviorsthatoccurredinresponsetoyournegative

automaticthoughts.Tryoutthereframingtechniquesusingthethoughtrecordbelow.

Event:

Automatic

Thought(s)

(e.g., “I made a fool

ofmyself”)

Cognitive

Distortions

Emotions Physical

Sensations

Behaviors Reframe

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14.Practicenotperfection:Exercisesix

Learningtoreframeislikelearninganewdancemoveorexercise.Itishardatfirst,andcanseemunnatural.Themore

youpractice,theeasieritcomes.Atfirst,theobservablebenefitsmaybeslight;perhapsminimallyimprovinganxiety.That's

great!Ifyoucanalteryouremotionjustabit,thecumulativeeffectwillbemuchmore.Rejectingthistoolbecause"itdoesn't

solvemyproblem"isanexampleofall-or-nothingthinking.Thistime,rateyouremotionona0-10scalebeforeandafteryou

reframeyourthoughtsandnoticeany(evenslight)improvement.

Event:

Automatic

Thought(s)

(e.g., “I looked

likeanidiot”)

Cognitive

Distortions

Emotion

(1-10)

Physical

Sensations

Behaviors Reframe Emotionafterreframe

(1-10)

15.Reframingtip

Often,onenegativeautomaticthoughtwillcomeuprepeatedly.Youcanhelpyourselfbepreparedforthethoughtbyreframingandsayingthereframeoutloud.Youcanalsowritethereframedownandputitinyourpurseorwallet,orenteritontotheNotessectionofasmartphone,soitisalwayshandy.

16.Whentheperfectidealsmotherslearning…

Onereasonlearningcanbeaparticularlyanxietyriddenprocessinlawisthat,inpracticeatleast,errorsandknowledgegapsareperceivedtohaveunacceptablyhighconsequences.Whatlawstudentwouldn’twanttobeaperfectlawyer?Strivingforexcellenceisimportantforlawstudents,asitisforfacultyoradministratorsinthefield.Aimingforahighstandardcanbemotivating,unlessitisaccompaniedbyinabilitytoacceptoneselforothers“asis”atanypointonthepathtowardsthatstandard.Strivingforperfectioncausesanxietyanddepressionwhenitisaccompaniedbyasenseofself-worththatiscontingentonobtainingit.Lawyerswithasenseofself-worththatiscontingentonobtaininganoften-impossibleperfectstandardarelikelytotreatthemselvesandothersharshlyinunavoidablecircumstanceswhentheyandotherpeoplefallshortofperfection.Thisisoftenaccompaniedbyafeelingthatone’sactualknowledgelevelorstatusonanyparametermustbehiddentoavoidharshjudgmentfromothers.Thesetwofactors,1)contingentself-worthand2)perceivedneedtohide,leadtosignificantpsychopathologyincludingmarkedanxietyanddepressionsymptoms.

Inaddition,astudentwithcontingentself-worthandperceivedneedtohidewillnotfeelatallfreetoengageindiscussionsorotheropportunitiestolearnwheneverrecognizingknowledgegapsanderrorsareessentialtothelearningprocess.PsychologistCarolDweckandothershaveshownthatperfectionismcangetinthewayoflearning.Studentswhoarerewarded,andjudgethemselves,oneffort,ratherthanresults,performbetter.

Legaleducatorscanhelpstudentsusecognitivereframingtorecognizeandreplaceself-talkwithhealthieralternativeswhen“contingentself-worth”and“perceivedneedtohide”threatentosmothertheirlearning.Yourcognitivereframinginstructorscanshowyouhowtopracticespecificscenariostohelpstudentswiththeseemotionalhealthpromotingskills.

17.Reframingstress

a.Goodformsofstress.Weareaccustomedtothinkingaboutstressnegatively.Thoseofuswhodonotlearnhowtodealwithstresscanfindthatitleadstothedownwardspiralofnegativeemotions,physicalsensationsandbehaviordescribedabove,andperhapsevenhealthproblems.However,stresscan

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alsobeuseful.Itcanimproveattentionandperformance,inpartthroughproductionofadrenaline.

Sostresscanhelpatiredlawstudentorlawyerconcentrateonanimportanttask,andsomecanemergefromastressfulexperiencefeelingstronger.

b.Stressactsalotlikeexcitement.Thephysiologyofstressisquitesimilartothephysiologyofexcitement.Tounderstandhowthatcanbeso,imagineyouareabouttostartarace.Youfeelajoltofadrenaline;feelyourheartpumping;youarehyper-focused,takingineverythingaboutthosearoundyou.Thosearesomeofthesamefeelingsyoumaygetwhenyoutakeatestorpresentanoralargument.

c.Benefitsofpositiveappraisalsofstress.Onewaytoreconcilethenegativeandpositiveformsofstressistoconclude,ashavemanyresearchers,thattheimpactofstressdependsinpartonhowyouthinkaboutstress.BuildingontheworkofCarolDweck,Crumandcolleaguesintroducedtheconceptofstressmindset–stress-is-enhancingmindsetorstress-is-debilitatingmindset.Theyproposedthatpeoplewhobelievethatstresscanbepositivebyincreasingattention,alertnessandperformancewillexperiencemorepositivehealthandbehavioraloutcomes.Incontrast,thebeliefthatstress-is-debilitatinghasbeenassociatedwithpoorerphysicalandemotionalhealth.

Inoneseriesofrecentexperiments,emotionandbehaviorduringstresswascorrelatedwithattitudetowardstress.Themoresubjectsassociatedstresswithlowemotionandpoorachievement,themorenegativestresswastomentalhealthandachievement.Significantly,exposingsubjectstotheinformationaboutthegoodeffectsofstressonconcentrationandemotionalresiliencechangedattitudestowardstress.Subjectsthatreceivedthisinformationthoughtbetteraboutstressperformedbetterunderstressandhadbettermentalhealthoutcomes.

Inshort,reframingorreappraisinghowonethinksaboutstresscanchangetheimpactofstress.

d.Learningtoreframehowyouthinkaboutstress.Wehavespentthebulkofourtimeidentifyingthenegativeeffectsofstressandgivingyoucognitiveframingsoyoucandealwiththoseeffects.Nowyouhavethosetools,andifyoupracticethem,thenegativeeffectswillnotbeassignificant.Youcannowexperiencethepositiveelementsofstress-thejoltofadrenalin,associatedwithimprovedattention,andtheroleofstressinincreasingresilience.Youcanthinkofstresslikeawavethatyoucannowsurf.

Tomakestressworkforyou,though,youmayhavetochangeyourmindsettowardit.Here'sonelastcognitivereframingexercise,thisoneontheroleofstress.

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18.Exerciseseven

AutomaticThought(s) CognitiveDistortion(s) Reframe

“Ialwaysfailwhenstressed”

19.Thebehavioralmodelofanxiety:Anxietyleadstoavoidance

a.Generally.Wenotedabovethatnegativeautomaticthoughtsleadtodistressingemotions,unpleasantphysicalsensations,andmaladaptivebehavioralresponses.Forexample,thoughtssuchas"I'mgoingtofail"cancauseanxietyandunhealthycopingsuchasexcessivesubstanceuse.Perhapsthemostcommonbehavioralresponsetoanxietyisavoidance.Reviewyourresponsestoexerciseone.Ifyouwerelikemoststudents,thoseresponsesincludingsomeformofavoidancebehavior.Ifyouthinkyoucan'taskquestionsunderpressureandareanxiousaboutspeakingupinagroup,youremainsilentorcallinsick.

Intheshortrun,thisstrategyiseffectivebecausethelevelofanxietydecreasesonceyou'vedecidedtoavoid.Inthelongrun,avoidanceincreasesthelevelsofanxietyandkeepspeoplefromaccomplishingtheirlifegoals.Whenyouavoid,yougivestrengthtothenegativethoughtsthatproducetheanxiety;conversely,youdon'tgiveyourselfanopportunitytoseethatthenegativethoughtswerefalse.And,ofcourse,youdon'tlearntheanswerstothequestionsyoudidn'task.

Anxietyisbestchangedwiththeadditionofgraduatedexposureorbehavioralpractice.First,peoplenoticethatoftentheanxietyexperiencedduringtheeventisnotasterribleastheyfeared.Second,theynoticethatanxietygenerallydissipatesquickly.Third,theylearnthattheycanaccomplishbehavioralgoalswhileanxious.Thesesuccessesaddtotheirevidencethatchallengestheircognitivedistortions.

Changebuildsonsuccess.Astudentwhohasdifficultyspeakinginclassmightfirstpracticeorroleplaywithafriend.Forexample,askastudentanon-substantivequestionbeforeclass,thenasubstantivequestion,andrepeatwithasmallgroupofstudentsandsoon.

b.Teachingstudentsbehavioraltools.Ourworkshopfocusesprimarilyoncognitivereframing.However,itisbeneficialtodiscusshowbehavioralchangesreduceanxiety.Fortunately,exposureorbehavioralpracticehasacommon-senseintuitionatitscore:forcingyourselftotrysomethingthatisanxiety-provokingcan

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bethebestwaytogetoveranxiety.Expressionssuchas"getbackonthehorse[afterafall]""jumpinthewater[tolearntoswim]”reflectthisintuition.

Oneapproach,takenintheStanfordandYaleLawSchoolcourses,wastofirstaskstudentswhethertherearebehavioralchangesthatmighthelp.Somestudentsaresuretorespondbygivingsomevariantofexposure.They'llsaythingslike"Itrytomakemyselfspeak,andthenrealizeitisn'tsotough.”

Thiswillgiveyouanopportunitytotalkaboutgraduatedexposure.

Studentswillnodoubtcomeupwithotherbehavioralapproaches.Thesemayincludetalkingtoafriendorfamilymember,exercise,meditationormindfulness.Whiletheseapproachesarenotthefocusofourworkshop,theycanbesupportedandpraisedashavingshownsomeefficacy.

c.Framingtheexposure.Awaytothinkabouttheexposurethatmanyfindeffectiveis"Icandohardthings."Thisemphasizesindividualagencyandputsanoptimisticframeontheactivity.

20.Otherapproaches(andresources)todealwithanxiety.

ThismemofocusesonthetechniqueofCognitiveReframingtoreduceanxiety.Thereotherapproachesandtechniquesthathavebeenshowntobeeffectiveinreducinganxiety.Theseincludemindfulnessandrelatedtechniques,andexercise.WefocusontheCognitiveModelandReframingbecausewebelieveitwillbenewtomany,itcanbepresentedinashortcoursesuchasthis,anditfallswithinourownsetofinterestsandexpertise.Wewouldbehappytotalkwithinstructorsaboutothertechniques,andtosuggestresourcesforthosetechniques.

21.Referralsandsafetyinformation

Studentsmayaskabouttherapyordisclosementalhealthconcerns.Communicateempathyandsupportanddirectthemtoyourstudentpsychologicalservices.Ifastudentdiscloseslife-threateningbehaviors,call911.

22.Exerciseseven:Referralandemergencynumbers

WritedownbelowandattheendofthispacketthenumbersofyourcampusCounselingandPsychologicalServices,DeanofStudents,orthedesignatedstudentmentalhealthservicesforyourlawschoolandthenumbertocallinanemergency911.

EMERGENCYNUMBERS:

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PARTTWO:TEACHINGPSYCHOEDUCATIONTOYOURSTUDENTS

23.Generally

BelowweoutlineandthendetailateachingplanthatlargelyfollowsthecoursetaughtsuccessfullybyBarbaraFriedatStanfordLawSchool.Itisnotnecessary,orevendesirable,thatyoufollowthistemplate.Youknowyourstudentsbest,andthecourseyouteachshouldbeacoursetaughtinyourownvoice.Thisisnotonlyatruismaboutgoodteachingingeneral,itreflectsonestrandofstudentresponsetotheStanfordcourse.Whatimpressedmanystudentsthemostwasthesincerityoftheirteacher.You'llcomeacrossasmostsincerewhenyourestatethingsinyourownwords,anddeviatefromthetemplateinwaysthatreflectyourownviews.

24.BroadoutlineofStanfordcourse/recommendedcourse

Therecommendedcourseistaughtin2-1/2sessions.Thefirstsessionbeganwithaself-revelationfromtheinstructoroftheimpactofanxietyonherownperformanceasalawstudentandlawyer.That,combinedwiththedataprovidedin2,above,ontheimpactofanxietyonlawstudentsandlawyers,wasgivenasamotivationforthecourse.

TheStanfordcoursethenwenttoexerciseone,whichhelpsidentifythecognitive-behavioralmodelofanxiety.Thesessionusedtheresponsestocoverthematerialchapters1-8inPARTONE,above.Afterthat,attheendofthesession,studentswerethengiventheirownsetofmaterialsthatprovideanabbreviatedversionofPARTONEabove,andthatcontainedreferralinformationforstudentswhowantedtoseeamentalhealthprofessional.Theywereaskedtoreadthosematerialsbeforethesecondsessionandtocompletetheexercisesinthematerials.

ThesecondsessioncoveredtheremainderofthematerialinPARTONE,above.Thesessionwasamixofbrieflectureanddiscussion.Lectureconsistedofreviewingconceptssuchascognitivereframing;discussionwascenteredonstudentanswerstotheexercises.Attheendofthesecondsession,studentsweregivenabriefsetofmaterialswithfollow-upexercises,one-linesiteswithexercises,andreading.

Thefinalsessionbrieflyreviewedthestudents'experienceinusingthetechniques.

Weprovideamoredetailedcoursetemplatebelow,alongwithasetofmaterialstobedistributedtostudents.

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25.DetailedoutlineofStanfordcourse/recommendedcourse:Firstclass

a.Howtousethisoutline.TheoutlineweprovidebelowiskeyedtoPartOneofthismemo.Wesuggestthatasyoureadtheoutline,youhaveacopyofPartOneinfrontofyou.

b.Self-revelation.Theinstructorbeginsbygivinganexampleofhis/herownexperiencewithanxietyinlawschool.Ideally,thiswouldinvolveasetofnegativethoughtsleadingtonegativeemotions,physiologicalsensations,andbehavioralreactions.Inanonymoussurveys,studentsstatedthisrevealwasoneofthemostpowerfulpartsofthecourse.Why?Becauseithelped“normalize”anxiety.Individualswithanxietyoftenfeeltheymusthidethatanxietyfromothers.Thethoughtoftalkingaboutanxietyfillsthemwithemotionsofembarrassment,shame,and…anxiety!Thatisunfortunatebecausetalkingaboutanxietycanbeafirststeptoreducinganxiety.Foronething,itallowsafriendtoofferareframe,asdiscussedabove.Hearingthattheirprofessorhadanxietyandiswillingtotalkaboutitmadeiteasierforthestudentstodothesame.

c.Gothroughexerciseone,above,withtheclass.Theinstructornowleadstheclassthroughexerciseone,above.Studentsareaskedtohavepenandpaperhandy.

i.Settingthestage.Beginbygivingsomevariantofthefirstclasscoldcall.Ageneralversion,takenverbatimfromexerciseone,islistedbelow.Youshouldfeelfreetomodifyittomakeitseemasrealaspossible.

Imagineyourprofessorhasjustraisedacasenameandislookingaroundtheroomtocoldcallsomeone.Youfeelyourselfgettingnervousashiseyesmoveinyourdirection.You’vebeenchosen!Heasksyoutosummarizethecase.

Youthrowopenyourcasebooktoaboutwherethecaseis,tolookatthecaseandyournotes.Youseeyourselflookingatacaseyouhaven'tread;you'vegonetoofar.Youthumbbackafewpages-stilltoofar.Youstartflippingpagesbackward.Nowyou'vepassedit.Youthinktoyourself,“Thisisridiculous,I'mtakingforever.”Youdecidetotakeastabatthecasefrommemory.Yourvoicesoundsshrillandtinnyasyoustrugglethroughyouranswer.Youseeeveryonelookyourway.Yourfacefeelsflushed.

Theprofessornodsandyouheaveasighofrelief,butthenhearafollow-upquestion,"Whatdoyouthinkthecourtwasreallygettingat?"

Youthink,“Whatdoeshemeanby,‘really’?”Hadyoustatedtheissueandgottenitwrong?Youthink,“Beprecise,beprecise.”Youseeeveryoneisstilllookingatyou.Youincongruouslynoticethenailsofthestudenttworowsinfront.

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Theprofessorcallsonanotherstudentwhohasraisedherhand.

ii.Askstudentstowritedowntheirthoughtsbutnottheirnameonapieceofpaper.Askstudentswhofeelcomfortabletoturninthatpieceofpaper.Readthethoughtsandwritethemontheboard.(Youmightalternativelyaskstudentswhofeelcomfortabletosharetheirthoughtsorally.)If,asisextremelylikely,thethoughtscenterononeortwothemes,commentonthat.

iii.Askstudentstowritedowntheiremotions.Thiscanbeasurprisinglyhardtaskforsome.Lawyersandlawstudentstendtobequitecognitive,andmoreintouchwiththoughtsthanemotions.Youcanpointoutthatemotionsfinishasentencethatbeginswith“Ifeel”andgiveafewbasicexamples.Again,askstudentswhofeelcomfortablewithhandinginthepaperwiththeiremotions(butnottheirname)todoso.Readthecontributionsandwritesomeofthemontheboard.

iv.Askstudentstowritedownphysiologicalsensations.Followtheaboveprotocolincollectingresponsesfromstudentswhofeelcomfortablehandingthemin,andreadingandwritingtheresponsesontheboard.

v.Askstudentstowritedownbehavioralreactionsorurgesifanywereexperienced(e.g.,urgetofleetheclassroom,downturnedeyegaze,fidgeting).Followtheaboveprotocolincollectingresponsesfromstudentswhofeelcomfortablehandingthemin,andreadingandwritingtheresponsesontheboard.

iv.Importanceofthisexercise.Thisexercisehelpssetthestagefortherestofthecourse.Italsohelpsnormalizeanxiety,asstudentshearthatotherstudentshavesimilarreactionstocoldcallingandotheranxietysituations.Thislatterbenefit(normalizationthroughpeerstatements)wasthesingle-mostpraisedpartofthecourse,onstudentsurveys.Asonestudentputit,“Morethananything,IlovedtheopportunitytoseethateveryoneelseisfeelingthesamethingandtalkopenlyaboutsomethingI'vethoughtaboutatonbutneverreallydiscusswithanyone.”

d.IntroducetheCognitiveModelofAnxiety.TheinstructornowintroducestheCognitiveModelofAnxiety.Essentially,theinstructorhereissimplyfollowingPartOneofthismemo;thecold-callingexerciseis4,above;theCognitiveModelis5,above.TheCognitiveModelstatesthatnegativethoughtsleadtoemotions,physiologicalsensationsandbehavioralreactions.Youcanpointoutthatthenegativethoughtsdon’thavetobe“correct”tohaveaneffect.Youcanpointoutthatonenegativethought(andtheattendantemotions)seemtoprimeanindividualforasecondnegativethought,leadingtoadownwardspiralofnegativethoughtsandemotions.

e.IntroducetheconceptofCognitiveDistortionsandMaladaptiveThoughts.Here,youcontinuetofollowthepresentationinPartOneofthismemo;theCognitiveModelis5,above;youarenowpresentingthematerialin6and7

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above.Youpointoutthatthenegativethoughtsthatfuelanxietycomeautomatically,withoutdeliberation,andareoftenirrational.YougiveeachstudentacopyofAppendixA,onCognitiveDistortionsandMaladaptiveThoughts.

Givethestudentsafewminutestolookatthememo,andthenaskiftheyrecognizeanyofthesepatternsintheirownthoughts.Itisvirtuallycertainthatstudentswillnod.

Notethatsomenegativethoughtsaren’tfalse–theyaresimplymaladaptive.Gothroughtheexampleatthebottomofthememoyoujusthandedout,orfromPartOne,7,above.

Pickoutanegativethoughtfromexerciseonethatyouwroteontheboard.Askstudentswhichofthecognitivedistortionsunderliethethought.Here,youareagainfollowingtheoutlineinPartOne,nowat8above.You’llprobablygetvolunteers,whowillcomeupwithdifferentanswers.Youcanpointoutthatthecategoriesofcognitivedistortionsoftenoverlap.Ifyoudon’tgetvolunteers(unlikely,inouropinion)youcanreviewthisyourself.

f.Solicitstudentsuggestionsonhowtobreakthisdownwardspiral/cycle.Theinstructornowasksstudentstowritedownapproachesthey’dusedtobreakthedownwardspiralofthoughtsandemotions.Theinstructorthenaskedstudentswhofeltcomfortabletosharetheirresponses.

Younowwritethoseresponsesontheboard,butdon’teraseeverythingyou’vealreadywritten.Leavesomeoftherepresentativethoughts,emotions,physiologicalsensations,andbehavioralresponsestoexerciseoneontheboard.IntheStanfordcourse,onesetofresponsesconsistedofbehavioralcopingdevices.Somestudentssuggestedexercise(e.g.,running,swimming)asresponsesthatworked;otherslistenedtomusic.Arelatedsetofresponsesconsistedofbehavioralresponsesthatmoredirectlyaddressedtheproblem.Forexample,studentsmentionedtalkingtotheprofessor,ortryingtospeakinclassagain,togetusedto(andbetterat)theexperience.

Anothersetofresponsescenteredon,oratleastsuggested,someformofcognitivereframing.Forexample,studentsreportedithelpfultotalktoafriendortheirmother.Theinstructorfolloweduphere,askinghowtalkingtosomeonecouldhelp.Studentsstatedthatthefriend/relativecouldshowthemanotherwaytolookatitand/orhelpthemgetperspectivebyremindingthemoftheirstrengths.

Afinalsetofresponsesincludedsuchtechniquesasmindfulness,meditationandprayer.

Intheopinionoftheauthors,itisvirtuallycertainthatyouwillgetmanyofthesameresponsesthatweregivenatStanford.Youcanthenpointoutthattheresponsesfallintocertaincategoriesandthatinthereadingforthenext

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classyouwillfocusonresponsesthathelpyourethink/reframeyournegativethoughts.

g.Setupthenextclass.Youhavealreadyintroducedanexampleofanxietyinducedbyastressfulclassroomsituation(i.e.,coldcalling).Duringthenextclass,youwillteachstudentsonestrategy,cognitivereframing,tochallengetheirnegativethoughtsandcorrespondingemotions,physicalsensations,andbehavioralreactions.Youcannowasktheclassiftheycanthinkofotheranxietysituations.Oneexampleyouwillpresentinthenextclasswillbeaskingaprofessororpartnerforhelpunderstandingandgettingstartedonawrittenassignment.

Note:Beforeyouleavetheclassroom,makesureyoucopyfromyourboardsomerepresentativeresponsestoExerciseone,andsuggestionsonhowtodealwithanxiety.

26.Detailedoutlineofsecondclass

a.Generally.Atthispoint,theclasswillhavereadthestudentmemo,attachedhereAppendixB.ThestudentmemoissubstantivelyidenticaltoPartOneofthismemo.Itdiffersonlyinthefollowingways:Itisaddressedtostudentsanditassumesyouhavepresentedsections1-8ofPartOne,above,andsosummarizesthoseparts;and,itdescribestheanxietysituationyounotedattheendofclassone-astudentorlawfirmclerkwhoishavingtroubleunderstandingandgettingstartedonawrittenassignment.

Youwillbeginthisclass,naturally,byaskingforthoughtsorcommentsonthelastclass.Youwillthensimplypickupwhereyouleftoff.Youhavealreadycoveredsections1-8ofthematerialonPartOneofthismemo.Younowbeginbygoingoverthematerialonsection9ofPartOneofthismemo.

Yousetthestageforthisdiscussionbywritingontheboardasummaryofexerciseone:Undertheheadingcoldcallyoucanwritedownafewrepresentativethoughts,emotionsandphysiologicalsensations,andbehavioralreactionsstudentsreported.

b.Introducecognitivereframing.

i.Stressthefactitispossible,withpractice,tochangeourautomaticthoughts.Wesometimesthink“Ican’thelphowIthink.”Thetruthis,wecanchangeourthoughts.Wecanhearautomaticnegativethoughtsandchallengethem,andreframesituations.

ii.Acknowledgestudentcontributionsfromlastclassthatinvolvedsomethinglikecognitivereframing.Oddsare,somestudentsinthepreviousclassofferedsomethinglikereframingasatechniquetostopthedownwardspiraloftheanxietycycle.Ifso,thisisaniceopportunitytoacknowledgethosecontributions.

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iii.CompleteatleasttwoofreframingtechniquesofferedinPart9ofSectionOneofthismemo.Theseincludesimplybeingawareofcognitivedistortions,andthetechniquesoftellafriend/doublestandard,thinklikealawyer,andshadesofgray.Yourteachingstylewilldeterminehowyoupresentthismaterial.Oneapproachistodescribeatechniqueandthenaskforawaythatatechniquecouldreframeoneofthenegativethoughts/cognitivedistortionsfromexerciseonethatyouhavealreadywrittenontheboard.

ThestudentversionofPartOneofthismemocontainsexercisesthatrequiretheuseofthesereframingtechniques.Anotherapproachistoaskstudentsiftheywouldshareanyoftheiranswers.

c.Emphasizetheneedforpracticeandacceptanceofgradualprogress.Here,youaregivingstudentstheinformationyougotinsection16ofPartOneofthismemo.Reframingmightreducetheproblemjustabit,butthatmightbeenoughforastudent’sothercopingabilitiestomanagetherestoftheproblem.Moreover,reframingisakindofexercise:themoreyoudothebetteryougetatit,andthemoreeffectiveitis.

d.Introducesecondhypotheticalandexercise.Notallstudentsfindcoldcallinganxiety-provoking.Forthatreason,weintroducethefollowingsecondhypotheticalinthestudentmemo.Thehypotheticalpicksupanothersourceofanxiety–askinga“superior”forhelporclarification.Webelievemaladaptivebehavioralresponsestothissituation(e.g.,procrastination,avoidance)hurtbothlawstudentsandnewlawyers.

Thehypotheticalisasfollows:

Youareworkingasaresearchassistantforaprofessororasasummerclerkatafirmoragency.Youareaskedtowriteabriefmemoonafewissues.Youdon’tcompletelyunderstandthefirstissuewhenitispresentedtoyoubutyoudon’tsayanything.Youfigureyoucanresolvetheambiguitywhenyoustartyourresearch.

Thatevening,youspendanhourorsoresearchingthefirstissueandstilldon’tunderstandit.Youconsidermovingontothenextissue,butworrythattheissuesmayberelated,soifyoudon’tknowthefirstissue,youmightgetthesecondissuewrong.Youdecidetocallitanightandseeifthingsseemclearerinthemorning.

Thenextday,youdecidetofocusonalltheotherworkyouhave–togetitoutoftheway.Thefollowingday,youspendafewminutesonthefirstissue,areagainconfused,anddecidetotalktoyourroommateaboutitthatevening.

Thefollowingdayisaweekendandyoudecidetogothebeachwithfriends.Youtellyourselftimeoffwilldoyougood.

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Exercise:Assumeyourprofessororemployerhasjustgivenyouthetaskandyouareconfusedaboutthefirstissue.Youconsideraskingherforclarificationbutyoudon’t.Whatthoughtsleadyoutonotaskher?Whatthoughtsleadyoutonotaskheronday3?

Itisuptoyouhowmuchtimeyoudevotetothishypothetical.Youcansimplyrefertothehypothetical,whichisinthestudentmemo,andaskstudentsifitresonatedwiththem.Youcanthenstatethatthesamereframingtechniquesthatyouintroducedcanbeappliedtothatsituation.Youcanmoreambitiouslyreviewthishypotheticalinthewayyoupresentedexerciseone:collectstudent’sthoughts,identifycognitivedistortions,andaskstudentstocomeupwithreframes.Finally,youcannotethatthishypotheticalillustratessomebehavioralresponsetoanxiety–namely,avoidanceandprocrastination.

e.reframingstress.Here,youteachmaterialthatyouhavelearnedinsection17,ofPartOneofthismemo,andthatstudentshavebeenexposedtointhestudentmemo.You’llwanttomakethefollowingpoints.

i.Stressisinevitable.Cognitivedistortionsfuelunnecessaryanxiety.Somestress,however,isinevitable.

ii.Stresscanbegood.Anxietyassociatedwithstressfuleventscanstimulatephysiologicalreactionsthatsharpenfocusandattentionandcontributetolearning.Physiologically,anxietyactsalotlikeexcitement.

iii.Toacertainextent,theeffectsofstressdependonhowyouframestress.Recentstudiesindicatethattheeffectsofstressonemotionandhealthdependonhowstressfuleventsareinterpreted.Thosewhoviewstressasapositivedon’tseemtosufferfromstressfulsituations;thereverseistrueforthosewhothinkthatstresswillhurtthemandpreventthemfromfunctioning.

iv.Studentscanlearntoreframestress.Studiesalsoshowthatattitudestowardstressaren’tfixed;peoplewhoareinformedofthebeneficialaspectsofstresscanchangetheirattitudetowardstressandmanagestressfuleventsbetter.

Atthispoint,studentshavereadsomethingonthebeneficialaspectsofstressandhavebeengivenanexerciseonreframing.Youcanaskstudentsiftheywouldshareareframeofstress.(Notethisisthesameexercisethatyoureviewedinpart17,ofSectionOneofthismemo)

f.Behavioralmanifestationsandresponsestoanxiety.Section19,ofPartOneofthismemo,introducesthebenefitsofusingbehavioralpractice/graduatedexposuretoreduceanxiety.Itispossiblethatsomeonemighthavebroughttherelationshipbetweenanxietyandavoidanceinexerciseone,eitherbymentioningavoidanceasathought(e.g.,I’llneverspeakinclassagain)orby

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mentioningbehavioralpractice/graduatedexposureasatechniquetostopthedownwardcycleofanxiety(e.g.,forceyourselftokeepspeakinginclass).Ifthatistrueinyourworkshop,youcanincorporateandrefertothatcontributioninyourdiscussion.