Anxiety and its reduction

 

Anxiety and its reduction

 

This piece is one of an occasional series of articles produced

under the banner of “social philosophy”

 

Solutions for anxiety may be sought through hypnosis, autosuggestion, therapy and emphasis on positivity. One popular trend is to focus on the present, dismissing errors made in the past and anxieties regarding the future.

However, none of these seems to be entirely reliable or adequate to the task, offering only temporary or partial freedom from fear or anxiety.

One solution worthy of pursuing (it seems to me) is one that may be open to us all and does not require meditation or excessive self-discipline, but it does require self-awareness and a degree of determination.

Anxiety may be based on self-doubt which may then develop into potentially self-fulfilling expectation of failure or difficulty to achieve a task. In turn, self-doubt may be the consequence of regular self-analysis and negative reinforcement as we relive events in our heads and recall errors of judgement or regret concerning things we have said or done.

Some may regard this process as therapeutic, allowing an individual to review and come to terms with events of the past, but I suspect such reflections may also result in the perpetuation of feelings of inadequacy or guilt.

I suggest it is better to make use of past experiences and recognise past mistakes, but rather than relive and possibly perpetuate them, it is better to abstract lessons from these past mistakes and apply them to present and future circumstances. The past cannot be changed but it can influence decisions and perspectives in the present and the future. Focus on the lesson learned rather than the circumstances that led to the lesson.

An imbalance in self-perception and proportion can easily cause negative reinforcement. Catastrophising is common among many people but they need to recognise this as an overreaction and an indulgence of anxiety and negativity, and people need to bring to mind an alternative view or a broader way of perceiving whatever is causing anxiety.

Negative reinforcement of past errors and feelings must cease. Don’t fight the past or try to replace it – simply stop accentuating, aggravating and indulging regret and thoughts of potential failure which may result in feelings of anxiety or fear.

Stop focusing on negative input, memories or thoughts and recall positive experiences, outcomes and successes from the past. Balance needs to be maintained. Fear, anxiety and self-doubt may result from a focus on the negative – recognise achievements from the past and skills you have displayed, and realise that these abilities remain with you. You have not changed or lost capacities – you need to recognise the need for fairness and proportion in your perception of yourself and that means acknowledging positive qualities to outweigh the negative.

By focusing on potential issues rather than maintain a balanced view of a task, you may create the very issues you are imagining. If you have never failed at a task, ask yourself why you should start now, and if you have failed, ask yourself how you can avoid repeating errors. In any case, bear in mind that you retain control of the situation – you need only remain calm and apply what you know or have prepared without disproportionate negative interference.

 

Stuart Fernie (stuartfernie@yahoo.co.uk)

 

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Limitations of professional criteria and essential attributes in teaching

 

Potential limitations of professional criteria and essential attributes

that make a difference in teaching

 

This piece is one of an occasional series of articles produced

under the banner of “social philosophy”

 

While the following article was written with teaching in mind, the points made may well apply to a variety of other professions.

 

In recent years there have been several attempts to sum up, define and prescribe factors that make a “successful” teacher, including elements such as lesson format, structure, content, conduct and evaluation. Samples of these aspects were originally held up as examples of good practice to serve as inspiration but they became, successively, advised, expected and then compulsory. These aspects were readily identifiable, relatively mechanical and often quantifiable, and contributed to a standardised and regulated format which was no doubt intended to spread what was perceived as desirable practice but whose rigid application could equally stifle initiative, individuality and spontaneity.

This regimented approach (also applied to other areas of public service) almost inevitably led to the development of prescribed traits, skills and qualifications to be achieved in order to gain a post. However, strict application of these criteria could also, conceivably, lead to a failure to recognise the work, value and “success” (depending on the definition of this term) of individuals whose particular skills and qualities are not taken in to account in the original listing of variables considered appropriate for the position. Such individuals may not meet the criteria set for “success” in the eyes of the authorities, yet they may have achieved a great deal with their charges. Indeed, it might even be the case that some who lack “essential attributes” or qualifications will more than compensate for this deficiency with other skills and qualities. It is probably a mistake to reduce a highly complex and inherently human undertaking such as teaching to a restricted and prescriptive series of factors to be incorporated and acknowledged in every lesson, and I’m sure the same might be said for a wide variety of professions.

A dogmatic and systematised approach may appeal to those who seek an easy bureaucratic solution to problems or who try to impose an order on things, but it may fail to take in to account attributes such as enthusiasm, willingness to learn, passion, dedication, insight and, perhaps most important, the ability to relate to and engage with others, all of which are virtually indefinable and unquantifiable, yet are recognisable and desirable, and make the difference between the mundane and the memorable or effective and exceptional.

In 2010, concerned about diminishing standards in our education system, David Cameron (then leader of the opposition) seemed to entertain this highly structured and prescriptive approach when he suggested that only those with first class degrees should be allowed to train to become teachers in secondary education. For the first time in my life, I tried to contact an MP (the above-mentioned David Cameron, shortly before he became Prime Minister) to offer my thoughts:

Education is, indeed, one of the cores of our society, and there is much that can be improved within it. However, I must point out that insisting on good academic qualifications for new entrants is likely to do little (if anything) to improve the lot of the country’s pupils.

 

Academic qualifications do not a good teacher make. I totally agree that a teacher must know his/her subject, but that knowledge alone will not imbue a teacher with the skills necessary to transmit that subject or to instil interest and engagement. It is on this area that I suggest you focus attention if you truly wish to make a difference. Too often, teachers can appear superior and distant – accentuating teachers’ academic success only risks increasing that distance and may even attract the “wrong” type of applicant.

 

I quite agree that much needs to be done to restore the perceived value of the teaching profession, but emphasis on academic entrance qualifications is not necessarily the way forward. Much could be done in teacher training and within the curriculum itself – I would say that these aspects merit more urgent scrutiny than mere academic qualification.

 

I am certain I was not alone in suggesting he abandon this proposed policy and, to Mr Cameron’s great credit, this idea was quietly jettisoned.

Criteria, specifications and rules should be regarded as indicators or guidelines – standards offering a direction or a pathway toward an objective. When the letter of the law is adhered to rather than the spirit, limitations and restrictions will ensue and opportunities may be missed. Of course, this means that those who judge must display understanding and insight in their subject area (as opposed to merely following procedures), and must be able to see beyond the immediate in terms of the performance of the candidate.

Several years ago, I met a businessman named Mike, and in the course of a conversation he informed me that when choosing staff he rarely paid a great deal of attention to formal academic qualifications – he was much more interested in what he could glean of candidates’ characters and personal qualities to judge their suitability for a post with him. As a teacher I was accustomed to emphasising the value of qualifications, but I realised that Mike’s broader approach was sensible as, while exam success can indicate strength of character and determination, knowledge and skills can be acquired at various stages and in a variety of places but will always be tools in the hands of character and acumen.

 

My thanks for taking the time to read this article. I hope you found it of some value.

Stuart Fernie (stuartfernie@yahoo.co.uk)

 

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Professionalism v. Careerism in society

 

Professionalism v. Careerism in society

This piece is one of an occasional series of articles produced

under the banner of “social philosophy”

It is with great sadness, disappointment and a degree of bitterness that I note the rise of careerism and the decline of professionalism in society.

In my view, professionalism means acting in the best interests of one’s profession and one’s stakeholders (i.e. those members of society who make use of or need professionals). This involves acting to advance the principles on which the profession is based and applying good impartial practice based on experience and reflection, and a genuine desire to seek the best for stakeholders.

Careerism means acting in the best interests of and for the advancement of one’s career. This need not be based on principle, experience, reflection, and a desire to do what is best for stakeholders, but rather involves following the perceived route to “success”, usually for financial gain or to attain a desired position. A careerist may say and do what is necessary to obtain a post but then fail to adhere to the standards prescribed, or may engage in word-play and rationalisation to justify his or her actions rather than offer sound and objective reasoning.

It appears that position has become more important than principle. If those in positions of power and influence choose to exercise authority and control by applying conditions and regulations that are not in keeping with professional values or conflict with views expressed by professionals, these people may justly be called unprofessional or authoritarian.

Discussion, debate, analysis and criticism are to be encouraged in professionalism. Clarity of objective and discussion of the best means to achieve that objective (albeit within certain physical and financial constraints) are essential. To impose conditions or requirements without considered or knowledgeable regard to objective and the best interests of stakeholders, and without consultation of the professionals who deliver these services, may be considered not only unprofessional, but even counter-productive in that the conditions imposed may actually inhibit the advancement of stakeholders, and may detract from existing provision.

Those in a position to make such impositions would do well to remember their primary purpose – to serve a society or community. While there must be financial constraints, the purpose is not to run a profit-making business, but to provide the best service possible for stakeholders. Nor should regulation be imposed on the basis of personal conviction. Those in authority may believe in the righteousness of their policy but a broad and balanced view must be taken and consultation of professionals must be involved.

Of course, with time and a strict application of conditions and regulations, only a rigid and standardised professional framework will remain in place, and initiative, independence, spontaneity and human engagement may all suffer and eventually disappear.

To accept a situation which is clearly disadvantageous to members of a profession and its stakeholders may be considered unprofessional, though a careerist will accept such a situation and may even reinforce it purely in order to further his or her career. As he or she advances through the ranks there will be less opportunity to rectify such situations as there will be fewer individuals available to put forward an alternative and more professional view.

 

My thanks for taking the time to read this article. I hope you found it of some value.

Stuart Fernie (stuartfernie@yahoo.co.uk)

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Thoughts on the meaning of “success” and “worth”

 

Notes on the meaning of “success” and “worth”

 

This piece is one of an occasional series of articles produced

under the banner of “social philosophy”

 

Some years ago, I saw a reality TV programme in which a former popular singer seemed to suggest that the only way to measure success in life was to measure one’s financial wealth. I was stunned that any experienced, reasonably intelligent and now ageing man of the world (he was mid-seventies at the time) could be so obtuse, blinkered and limited in his outlook.

If the sole purpose of a venture is to make money, this may be viewed as a rather shallow and mercenary affair whose primary aim is self-advancement, perhaps using the labour and efforts of others to succeed in this venture. Pride may be taken in quality of product or service but ultimately it may remain somewhat self-serving and short-sighted in scope.

Success can also take the form of realising a burning personal ambition or attaining a coveted position. Ambition may allow an individual to overcome challenges and achieve personal advancement, and ego may play a healthy part in attaining success, but concentration on a particular outcome and excessive focus on how to achieve that outcome can lead to a blinkered or short-sighted view of life and may not lead to ultimate fulfilment.

A broader perspective may allow an individual to maintain a sense of proportion and to rethink priorities.

Is it truly fulfilling to achieve a goal set merely for personal benefit? Is this the act of one who is ego-driven and narcissistic to the point of failing to consider effects or impact on others? Of course, ego must play a part and respect should be given to one who shows the determination and skill to succeed, but if an act is completely self-serving, does it have the same value as an act that benefits or pleases others as well as oneself?

Equally, if an individual acts purely for the benefit of others, his/her actions will lack value and appreciation as this individual is not making a choice based on the worth of his/her contribution or perhaps he/she has so little self-respect that he/she may feel obliged to serve others.

It appears we may wish to distinguish between “success” and “worth”. Success on its own may be measured in purely financial or business terms, or in terms of personal achievement, while worth may be at least partly defined as a recognition of personal qualities and contributions to a greater whole, or a willingness to help others or perhaps please others in some shape or form.

There are all manner of ways in which to help someone; physical aid, emotional support, revealing a truth or possibly hiding a truth, influence through education and thought, encouragement to aspire to something, and financial support, to name but a few…

In general, the investing of one’s own time, effort or material goods to bring about a positive change in the circumstances, outlook or development of another individual may be considered worthy.

Of course, ego and self-respect must play a part in all of this. Selfless devotion to others may not be appreciated or truly valued. All must learn the value of helpful acts, even those who engage in the acts. Kindness should not be taken for granted and while those receiving kindness should indicate appreciation, those offering kindness have the right to expect it. A simple, sincere “thank you” is perfectly sufficient but the value of kindness should be recognised as such acts are not obligations. They are the result of choices made out of freedom and should be all the more respected and valued for that.

Respect and especially self-respect are essential elements of worth. If a person acts for selfish motives or, indeed, purely to please others, their acts may reasonably be considered less worthy than one who acts to help others but upon reflection of various aspects of the case and upon evaluation of them. An individual should judge the merits of a particular case and any action should be based on reason and consideration of motivation and impact. This process is what gives value to support or action – it is a choice and not an obligation, and should be appreciated all the more because of that.  

 

Stuart Fernie (stuartfernie@yahoo.co.uk)

 

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