In-Processing Resilience Training Instructor Manual

Record your own notes here:Instructor Directions:FlipChart1. Ask participants what they learnedthrough the Practical Exercise and recordcritical points on a flip chart.2. Encourage participants to take notes onpage 7 in the Participant Guide.3. Review the HTGS debrief questions withthe participants by asking for volunteersto respond to the questions on the slide.4. Mention to participants that Hunt theGood Stuff is something that they can dowith their families.5. When discussing the last bullet on theslide (“What are some strategies you canuse to make Hunt the Good Stuff a regularhabit?”), point out the Hunt the Good StuffJournal in the back of the workbook. Tellthe participants that this Journal is to getthem started with keeping a Hunt theGood Stuff Journal. Tell them that more information on theresearch behind Hunt the Good Stuffand how it works can be found on page2 in their Hunt the Good Stuff Journal. Note that it is not homework, butencourage the participants to try outthe Journal.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.21

Record your own notes here:Instructor Directions:1.2.3.4.Review the summary points.Ask for questions or comments.Clarify any misconceptions.Ask participants if there are any othersummary points they would add to thelist.Key Points:1. Hunt the Good Stuff to counteract thenegativity bias.2. Hunt the Good Stuff helps to build theResilience Competency of Optimism.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.22

Episode 1b: Energy Management/TacticalBreathingRationale: Energy levels impact one’s ability to perform in one’spersonal and professional lives. Effectively managing one’senergy is possible but requires deliberate and diligent effort.Tactical Breathing (Deliberate Breathing) is a tool that, whenused regularly, allows one to manage energy levels andfacilitate optimal performance.Objective: Modulate energy to a level that is appropriate for the Task athand and that allows optimal performance.Target:Self-regulation is a primary target of Energy Management.Skill Overview and Recommended Timing:Slides:24-25Time:5 mins1b.2 Energy Management/Tactical Breathing: SkillReview and Practical Exercise26-3025 mins1b.3 Watch Episode 1: Energy Management/TacticalBreathing3120 mins1b.4 Energy Management/ Tactical Breathing: VideoDiscussion3210 mins1b.5 Tactical Breathing: Practical Exercise33-3420 mins1b.6 Energy Management/Tactical Breathing:Debrief Practical Exercise355 mins1b.7 Energy Management/Tactical Breathing:Summary365 mins1b.1 Energy Management/Tactical Breathing:Introduction and B.L.U.F.Episode 1b Total Time:Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.90 mins23

Record your own notes here:Instructor Directions:1. Introduce Energy Management/TacticalBreathing.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.24

Record your own notes here:Instructor Directions:1. Review the B.L.U.F. statements.2. Note that Tactical Breathing is sometimesreferred to as Deliberate Breathing.3. Tell participants that they will practice thetechnique of Tactical Breathing andidentify its benefits for both performanceand recovery.Key Points:1. Regular and deliberate effort is required tomanage our energy so that we haveenough of it when we need it. Energymanagement is particularly important inmoments of extreme stress, whenperformance matters the most. Recovery must be managed deliberately. Itshould be handled as seriously as physicaltraining.Even hectic, demanding situations permitone or two deliberate breaths.Look for opportunities to engage in TacticalBreathing throughout the day.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.25

Record your own notes here:Instructor Directions:1. Tell participants that they are now goingto talk about Energy Management. Themethod of Energy Management that theywill focus on is Tactical Breathing.2. Tell participants to brainstorm specificways they perform. Have them thinkabout the things they do in their lives thatthey care about and want to do well on,and record these things on page 9 in theParticipant Guide. Explain that some ofthese things will cause them to feel somepressure to do well, and that that pressurecan be from themselves or from others. Steer participants to think about a varietyof areas: specific Soldiering performances,parenting, public speaking, hobbies,sports, etc.3. Discuss with the participants how Soldiersperform in a variety of ways in every areaof their lives.26

Record your own notes here:Instructor Directions:1. Explain that some performances require ahigher level of energy activation thanothers.2. Tell participants to look at theperformances they came up with and puta down arrow next to the ones thatrequire a lower level of energy activationi.e., that require some amount of calm.Ask participants to share examples ofperformances that require a lower level ofactivation, i.e., firing a weapon, giving abriefing, pitching a module, starting an IV,etc.3. Tell participants to look at theperformances they came up with and putan up arrow next to the ones that requirea higher level of energy activation i.e.,that require a burst of energy. Askparticipants to share examples ofperformances that require a higher levelof activation, i.e., taking a PT test,powerlifting, sprinting, etc.Key Points:1. The amount of energy necessary for anygiven performance fluctuates dependingon the nature of the performance.27

Record your own notes here:Instructor Directions:1. Tell participants that knowing where theirenergy level needs to be is half the battle.It is important to then have strategies inplace to make that shift to self-regulatetheir energy level. Discuss withparticipants what strategies they alreadyuse to amp up and to ramp down.2. Note that some strategies are moreeffective than others. It is important tohave a technique in place that works.3. Ask participants to brainstorm and writedown three specific times when they couldbenefit from having an effective strategyin place to shift their energy (up or down).Tell participants to record these times onpage 10 in the Participant Guide.4. Tell participants that they are going tolearn about one specific tool (TacticalBreathing) that they can use to managetheir energy/amp up and ramp down moredeliberately.5. Point out that everyone breathes, but weusually don’t pay any attention to theprocess. Breathing in a way that takesdeliberate effort and control over yourphysical, mental, and emotional states iswhat makes the skill you’ll learn today“tactical.”28

Record your own notes here:Instructor Directions:1. Discuss the following benefits of TacticalBreathing: Promotes ATP synthesis: ATP synthesisprovides energy for your muscles. TacticalBreathing gives your muscles more energywhen they need it most. Reduces Blood Lactate: Reduces painfollowing physical exertion Restores Energy: When you practiceTactical Breathing on a daily basis, it willactually increase your energy level so youhave more energy when you need it. Healing and Daily Recovery: Allows yourbody to heal faster. Manage Pain: How might TacticalBreathing help with pain management?The answer is that because pain isexperienced in the brain, managing yourphysical and mental state can reduce theexperience of pain. Helps Anxiety & Depression: There’sevidence that Tactical Breathing reducesthe symptoms of anxiety and depression. Helps Insomnia: Doing Tactical Breathingbefore bed can help you fall asleep moreeasily.Key Points:1. During breaks in action (recovery), TacticalBreathing facilitates various health- andperformance-promoting changes.29

Record your own notes here:Instructor Directions:1. Discuss the performance benefits on theslide.2. Ask students to identify a specificperformance when each of theseperformance benefits would be useful: Precision, Accuracy, and Motor Control, e.g.,smooth trigger squeeze, starting an IV, etc.Memory and Recall, e.g., test-taking,learning a module, reciting a module, etc.Composure, Poise, and Self-Control, e.g.,getting chewed out, any performance whenyou’re especially nervous, etc.Enhance Concentration and Mental Agility,e.g., contingency planning, during animportant conversation, etc.Key Points:1. During high demands (performance),Tactical Breathing promotes composure,poise, self-control, precision, accuracy, andmotor control as well as enhanced memory,recall and attention.30

Record your own notes here:Instructor Directions:1. Review the items on the slide that theparticipants should be looking for andthinking about as they watch the video.2. Play Episode 1b: EnergyManagement/Tactical Breathing.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.31

Record your own notes here:Instructor Directions:1. Review the discussions questions with theparticipants.Examples of Possible Participant Responses:1. Prior to and as she started the qualification,SPC Martinez: Was worried that she would not performwell Had a fast heartbeat and was visiblynervous2. SPC Martinez received guidance to: View the situation as an opportunity ratherthan a setback Focus on her breathing Be accepting of her mistake (“okay, let itgo”)3. As a result of taking these steps, SPCMartinez: Slowed her heartbeat Became less anxious Changed her negative emotion to positive Gained more physical control, whichallowed her to perform more optimally4. Tactical Breathing also enables faster recoveryif used during and after stressful events32

Record your own notes here:Instructor Directions:1. Tell participants to turn to page 10 in theParticipant Guide.2. Lead participants through the TacticalBreathing exercise using the followinginstructions: Tell participants to sit up straight anduncross their legs and arms (to allow foreasier circulation of blood). [Note:participants are NOT to lie down, put theirheads down, or slump down in their chairs.Lights are to be left on. The intent of thisexercise is for students to understand thatthis is a skill to be learned and practiced,and that when it is, it can be used underany circumstances.] Instruct participants to try to breathe allthe way down into their abdomens,making their stomachs move in and out asthey breathe while keeping their shouldersand chest relaxed and still. The second step is to mentally quiet themind. Explain that with each exercise,participants will direct their attention toONE thing rather than just clearing theirminds. The idea is that by focusing fully onone thing, there will be fewer distractionsmoving into their heads. The third step is to neutralize or slow downemotionally. However, there are benefitsto integrating some positive emotions likegratitude.33

Record your own notes here:Instructor Directions:1.2.3.4.5.6.Lead participants through the Practical Exercise using thefollowing instructions:Tell participants that we are going to go through some TacticalBreathing exercises.Tactical Breathing 5-second cadence Tell participants to “sit up straight in your chair, uncrossyour arms, and uncross your legs. Take slow, deep breathsall the way down into your abdomen, pushing your belly outas you inhale, and pulling it in as you exhale. To get youinto a slow breathing rhythm, for the next several breathscount five seconds in your head as you inhale and fiveseconds as you exhale for about two minutes.” Debrief: What was that like? What was challenging/easyabout that? Invite students to write down some notes abouttheir experience.Tactical Breathing Relaxation cue Tell participants that “now we’re going to try somethingdifferent. Sit up straight in your chair, uncross your arms,and uncross your legs. Take slow, deep breaths all the waydown into your abdomen, pushing your belly out as youinhale, and pulling it in as you exhale. Maintain that pace ofbreathing all the way down into your abdomen, but eachtime you exhale say the word ‘relax’ in your head for abouttwo minutes.” Debrief.Tactical Breathing Focus on sensation Tell participants to “sit up straight in your chair, uncrossyour arms, and uncross your legs. Take slow, deep breathsall the way down into your abdomen. Continue to breathevery slowly and deeply, all the way down into yourabdomen. This time really tune in your attention to thesound of your breathing, just listen to that sound as youcontinue to take slow, deep breaths for about two minutes.” Debrief.Tactical Breathing Positive emotion Tell participants to “sit up straight in your chair, uncrossyour arms, and uncross your legs. Take slow, deep breathsall the way down into your abdomen. Let’s try one morevariation. Keep breathing slowly and all the way down intoyour abdomen. This time, think about the last time you feltpositive emotion (maybe you were laughing, or felt love forsomeone else, or felt grateful for something). Take yourselfback to that moment and try to relive it and actuallyexperience that positive emotion again as you continuebreathing for about two minutes.” Debrief.34

Record your own notes here:Instructor Directions:FlipChart1. Ask participants what they learnedthrough the Practical Exercise and recordcritical points on a flip chart.2. Encourage participants to take notes onpage 12 in the Participant Guide.3. Tactical Breathing becomes most effective,and you get the recovery benefits from it,when you practice it on a daily basis. Askstudents to identify and write down 2-3specific times when they can practiceTactical Breathing (e.g., immediatelybefore breakfast, right after getting inbed, before getting out of the car afterdriving home, every time they use abathroom, etc.). Tell participants to recordthese times on page 11 of the ParticipantGuide.35

Record your own notes here:Instructor Directions:1.2.3.4.Review the summary points.Ask for questions or comments.Clarify any misconceptions.Ask participants if there are any othersummary points they would add to thelist.36

Episode 2:Avoid Thinking TrapsRationale:Drs. Aaron Beck and Martin Seligman identified commonpatterns in thinking that are problematic, particularly whenone is under stress. These Thinking Traps undermine mentaltoughness and performance and lead to an inaccurateunderstanding of the situation. One can use the Mental Cuesand Critical Questions to avoid the Traps and to see thesituation more accurately.Objective:Identify and correct counterproductive patterns in thinkingthrough the use of Mental Cues and Critical Questions.Target:Mental Agility is a primary target of Avoid Thinking Traps.Skill Overview and Recommended Timing:Slides:Time:2.1 Avoid Thinking Traps: Introduction andB.L.U.F.38-3910 mins2.2 Avoid Thinking Traps: Skill Review40-5020 mins2.3 Watch Episode 2: Avoid Thinking Traps5110 mins2.4 Avoid Thinking Traps: Video Discussion5210 mins2.5 Avoid Thinking Traps: Practical Exercise53-5610 mins2.6 Avoid Thinking Traps: Debrief PracticalExercise5710 mins2.7 Avoid Thinking Traps: Summary585 minsEpisode 2 Total Time:Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.75 mins37

Record your own notes here:Instructor Directions:1. Introduce Avoid Thinking Traps.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.38

Record your own notes here:Instructor Directions:1. Review the B.L.U.F. statements.2. Ask for questions/comments.3. Explain that Avoid Thinking Traps does notmean always second-guessing yourintuition. Intuition is critical for Soldiers.Key Points:1. Avoid Thinking Traps helps to build theResilience Competency of Mental Agilityand can enable optimal performance.2. Identifying Thinking Traps enables you toavoid them in the future.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.39

Record your own notes here:Instructor Directions:1. Review the definition of Thinking Traps.2. Ask for questions/comments.Key Points:1. Thinking Traps are common.2. Thinking traps are rigid patterns in ourthinking.3. Thinking Traps interfere with our ability tobe accurate in assessing situations orindividuals.Copyright 2013 The Trustees of the University of Pennsylvania. All rights reserved.40

Record your own notes here:Instructor Directions:1. Ask a participant to read the scenario. (Note that theslide builds.) Mention to the participants that the scenario is anexample of an Activating Event. Tell the participantsthat an Activating Event is the who, what, when, andwhere; a situation (challenge, adversity, or positiveevent) that triggers Thoughts, Emotions, andReactions.2. Ask the participants to describe the nature of theThinking Trap.3. Review the Thinking Trap and read the definition.Emphasize that Jumping to Conclusions is when you areCERTAIN about a situation despite having LITTLE or NOEVIDENCE to support it.4. Ask participants to share examples of times they fell intothis Trap and explore how the Trap affected theirConsequences (emotions and reactions). Jumping toConclusions can lead to a variety of Consequences,including the emotions of sadness, anger, or guilt.5. Point out that people who jump to conclusions are oftenimpulsive in their emotions and reactions.6. Discuss how this Thinking Trap could undermineresilience and the participants’ effectiveness as Soldiersby keeping them from seeing the situation accurately.Key Points:1. Jumping to Conclusions is when you are certain about asituation despite having little or no evidence to supportit. Point out that when you are certain of something, youstop fact finding and gathering data.2. Jumping to Conclusions is the mother of all ThinkingTraps, meaning that all Thinking Traps are some form ofJumping to Conclusions.3. Jumping to Conclusions undermines resilience.Copyright 2013 The Trustees of the University of

the skills the participants will learn. Self-awareness, Self-regulation, Optimism, Mental Agility, Strengths of Character, and Connection are competencies that contribute to resilience. Each of the skills that are included in the In-Processing Resilience Training builds resilience