6. Mnemonic Techniques
(This is an excerpt from a University Of Metaphysical Sciences course at www.umsonline.org,
please feel free to visit the school website)
These approaches fall properly into the category of cognitive and behavioral methods. However, they are separated distinctly here to distinguish them as a tool. Neither is described in great detail, as they possess the attributes of several methods already discussed. Their power is in the mnemonic device itself, which is simple, easy and many people find it remarkably effective for that reason. The only caution with these approaches is that they may disrupt the reflexive anger behavior pattern, but require additional cognitive work to challenge the underlying belief system.
The beauty of a mnemonic device is that it becomes both the behavioral and the cognitive practice. The downside is that it cannot be used effectively and completely by itself, unless the anger management client is already fairly progressed, dedicated or astute. Certainly, the more severe cases require an intensive level of coaching to break through the irrational justifications that incite the anger. Because of its simplicity it can be both practical and beneficial to subjects at every level. It’s possible even for practitioners and their clients to devise and develop their own mnemonic systems specifically attuned to the individual.
The first method, S.T.O.P., appears in Taking Charge of Anger (2004), by W. Robert Nay, Ph.D.
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S – Stop what you’re saying, stop what you’re doing, stop what you’re thinking.
T – Think about what you’re saying /been saying/about to say/and doing and thinking and feeling.
O – Objectify. Is this how you want to feel? Is this what you want to say or do?
P – Plan the most constructive course for yourself. Do you need some time out? Can you proceed calmly? Are you certain of your feelings, attitudes and judgment at this moment?
STOP is a powerful, easy to remember word, which makes it effective. The ideas behind each letter can be tailored into phrasing more individualized to each person. Again, the value is that it’s easy to remember STOP when an anger incident starts to present itself. Once the subject begins to consider each of the letters the reflexive action has effectively been disrupted. Exactly what or how they think each step is of secondary importance to disrupting the anger reflex itself. Nevertheless, the ideas themselves, as a step by step process can be of great value as well.
The next mnemonic device is effective partially because, unlike STOP, it is a “made-up” word. For those engaged in habitual anger responses, sometimes the use of a word with no other meaning than that of the anger management tool itself is the best course. It helps keep the thought focused completely away from stray or random associations. This particular device was developed by Sandra Hubble, M.Ed. and James Cunningham, D.D., Ph.D. specifically for use with junior high school children in the state of Oregon. It was later used successfully with both grade school and high school students as well. RISA was a tool within the Responsible Behavior Development Program pioneered in the Coos County School District. Although primarily a “behavioral” approach, the cognizant methods employed through RISA are obvious.
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R – Realize that you have a problem
I – Identify the problem
S – Stop and Think
A – Act Appropriately
RISA proved immensely effective with adolescents for a number of reasons. It is simple and easy to remember. As mentioned, the mind finds it almost impossible to skim over or form associations with a fabricated word, so the association with behavior anger management remained intact. Also, especially for younger children, the idea of a “special word” or “unique plan” just for them had some resonance, probably due to the fact that, especially at the childhood level, anger becomes a means of asserting oneself as an individual. They are continually faced with chaotic and abusive circumstances seemingly beyond one’s control.
Most people with behavior problems, and specifically with anger issues, often fail to realize that they are having a problem (anger event) until it is too late. Even then, the problem is rarely identified correctly. For instance, in the case of children who have just erupted over a disagreement with the teacher, they might identify the problem as “school,” a non-specific, non-helpful misidentification. However, the emotions of an anger issue and incident most often cloud and generalize the event. To the child, they would simply not have a problem if it weren’t for “school.”
The illogical and irrationality of this perspective is obvious to an adult (and will be helpful further along in applying this to an adult situation). Through coaching and step-by-step reconstruction of the choices made as events unfolded in the particular incident, the child can be retrospectively educated about their own role so that he or she begin to see the event in a specific and rational light.
As the skill for dissecting the incidents increases, the child is able to more often act constructively in the moment to disrupt the anger reflex. The key is in bringing consciousness (rational thought) into the process, beginning with the recognition of, “I have a problem.” The sooner this recognition occurs, the more chance of success. Thus, instead of finding themselves in a head-to-head anger incident with a teacher before realizing, the process begins with a raised awareness of the responsibilities and of other’s expectations. “I didn’t do my homework. I have a problem.” This earlier recognition of the teacher’s expectations is what allows for increased latitude of choices and potential success.
Though developed for the adolescent, the previous example has broad application to the anger afflicted adults, who despite their years and experience still find themselves in the middle of anger incidents before realizing there is a problem. This phenomenon only serves to enforce the prevailing attitude that unfocused, uncontrolled anger is usually the result of unconscious or irrational beliefs and thinking processes. To continue the example, the adult subject may be more articulate than the adolescent, but will invariably narrow the problem down to, ”my spouse,” ”my boss,” ”my job.” The very same coaching done with children, using step-by-step reflection of anger incidents, produces the same dramatic results in adults. The conscious mind comes into play and thus the disruption of the anger process begins. The problem is not the spouse (job, boss, etc.), but rather, “when the spouse said or did this I began to feel frustration, anger, anxiety, fear.” While RISA focuses on managing the behavior, further steps backward are needed in the cognitive arena to establish a recognition of responsibility, expectation, fairness, justice or whatever underlying belief system is unconsciously in play.
Another advantage to RISA, or any mnemonic device tailored to an adolescent level, is that it is approaching the problem at the level at which it exists. That is, the same child who had a problem with “school” probably now has a problem with “boss” (or authority figures, mother figures, etc.). The child with unfocused anger usually becomes an adult with unfocused anger if skills are not learned to eliminate the falsities or unrealities of the early emotional trauma.
Again, the mnemonic approaches can be quite useful, but must work in conjunction with other approaches and exercises.