The Little Engine that Could

• What is the message/moral/lesson from the story?– Being optimistic,– Resilience– Problem solving– Taking control

Have you ever…

• How am I ever going to get organized?• I try to lose weight & just gain it back, How

can I make sure I keep it off?• I should study more, How can I get myself to

sit down & do it?• I haven’t had a date for a long time, What can

I do to get a date?• My friend is so critical, Why can’t s/he be

more positive?

Chapter 3: Who’s In Control

Does free will exist???

Terms

• Self-control: individual sets his or her own standards for performance, and will then reward or punish themselves for meeting or not meeting these standards

• External control: controlled by others or our environment; someone else sets the standards for performance; delivers or withholds the rewards or punishments

Terms, continued

• Locus of control: perceived control over his or her own behavior

• Learned helplessness: passive behavior produced by th exposure to unavoidable aversive events

• Internals: perceive that their efforts can make a difference when they are facing various situations and are willing to take action

Terms continued

• Externals: perceive that their efforts don’t seem to make a difference, so they choose not to take the action needed to solve problems

• Self-Efficacy: our belief about our ability to perform behaviors that should lead to expected outcomes

• Optimism: generalized tendency to expect positive outcomes

Terms continued

• Pessimism: generalized tendency to envision the future as unfavorable

Why does locus of control matter?

• Different responses to stress• Attitudes learned from experiences by age 19• Your beliefs dictate your efforts

Internals

• Internals seem to be better life managers• Consider more options• Seek out improvements• Tend to be better listeners• Better grades & test scores• Better relationships• More likely to seek social support

Consider This… a break up:

• Response #1: “What did I do wrong? What can I do to get him/her back? Why don’t they like me any more? I’d do anything for him/her. My life is ruined.”

• Response #2: “I know he/she has been depressed lately. He/she sure has changed lately. I really like him/her, but I could tell that things weren’t going well between us. I know it will be tough, but I’ll get along without him/her”

The break up continued…

• Which response was more familiar to you?

• If you haven’t completed your “What Controls Your Life” survey & discussion questions, please do.

• ….. Now another test….

For each statement, rate yourself according to the following scale:

• 1 = not at all true• 2 = barely true• 3 = moderately true (more times than not)• 4 = exactly true

Please write your ratings down in your notes.

Statements to consider

• 1. I can always manage to solve difficult problems if I try hard enough.

• 2. If someone opposes me, I can find the means and ways to get what I want.

• 3. I am certain that I can accomplish my goals.

Statements continued

• 4. I am confident that I could deal efficiently with unexpected events.

• 5. Thanks to my resourcefulness, I can handle unforeseen situations.

• 6. I can solve most problems if I invest the necessary effort.

Statements continued

• 7. I can remain calm when facing difficulties because I can rely on my coping abilities.

• 8. When I am confronted with a problem, I can find several solutions.

• 9. If I am in trouble, I can think of a solution.

Statements continued

• 10. I can handle whatever comes my way.

• Now total your score. Scores should range between 10 and 40.

• These statements are designed to evaluate your general self-efficacy – your belief that you can master your world and produce positive outcomes.

Self-Efficacy Rating

• Statements are not related to specific events, this is a GENERAL rating.

• The higher your score, the higher your self-efficacy.

• Linked to adaptability & quality of life.• Scores of 31 or higher = reasonably strong• Scores of 20 or lower = may want to consider

ways of improving your self-efficacy.

Explanatory Styles

• The story you construct about WHY things happen to you.

• Optimism vs. Pessimism– Optimistic Explanatory Style = external, unstable, specific

explanations (bad luck, not personal)– Pessimistic Explanatory Style = internal, stable,

global/pervasive explanations (personal shortcomings or lack of ability)

– Hope/power to change vs. helplessness– Apply: Self-fulfilling prophecy….– See page 116: “Are you an optimist or a pessimist?” box

About Optimists• Better at coping with distress• Live longer• Predictor of achievement & resiliency• Focus on what they have control over• Sense of humor• Work harder towards goals

• If you have not completed your Optimism/Pessimism survey & reflection, please do so.

Optimism How to:

• 1. think about situations of adversity• 2. consider the way you explain these events• 3. dispute negative explanations by looking at

facts• 4. REPEAT• 5. REPEAT• 6. REPEAT…..• What perspective of psychology/Human

Behavior does this come from?

Do you agree or disagree… why or why not?

• Locus of control (Internal – External)…• Self-Efficacy….• Explanatory Styles (Optimism-Pessimism)…• Is this learnable…

• Read “The Bottom Line” (p 107), choose one line to write about. What is being said, why do you connect to it, support it with information from the chapter, relate a personal experience.

Learning Theories…

• 4 Square Notes:– Get a piece of paper, divide into 4 squares– Label each with one of the following

• Social Learning Theories• Learning is…• Classical Conditioning• Operant Conditioning

– Find that section in the book, read, record key points

– Use the following slides to add to your own info.

Social Learning Theory

What is Learning?

• (box #2)• A relatively permanent change in behavior as

a result of experience or practice (pg 119)• According to learning theories of behavior…• Behaviorism/Learning Approach to Psychology• How long does change in behavior take?

• Tips for making change in behavior:

Classical Conditioning…

• Food = salivating response, ring bell with food, then bell = salivating response

• A type of learning in which a neutral acquires the capacity to evoke a response

Classical Conditioning…

• Condition our responses (behaviors) because we associate those responses with stimulus– EX: Pavlov’s dogs

Operant Conditioning…

• Cat, spray to keep from scratching• Different from classical b/c doesn’t offer a

reward (uses punishment/negative reinforcement)