Blog Archives

Skills coaching group for executive functioning

Executive functioning skills group offered through ADHD-NW Treatment Center

Would you like to improve your abilities to plan ahead and meet goals, manage your time, stay focused despite distractions, or display self-control more generally? Or do you know someone else who could use help with any of these so-called “executive functioning” skills?

I’m offering a new weekly skills and support group in collaboration with the ADHD-NW Treatment Center. This course is open to all (with or without ADHD)! The group is ideal for adults who struggle with procrastination, time management, and developing and maintaining healthy routines of life organization.

Topics covered in this group include: scheduling strategies, learning how to reward yourself for working toward difficult tasks, techniques towards better focusing abilities, establishing a productive work environment, among others.

Groups will begin with a check in, mutual accountability on progress toward goals from the previous session, and discussion of weekly topics. We’ll discuss relevant findings from neuroscience, psychology, behavioral economics, and choice architecture in relation to the topic of the week, and how you might apply those concepts to make your own life easier. We’ll end each group end with sharing a personal plan and commitment to action for the coming week.

Coaching Group: Developing Healthy Work Habits and Skills
Start Date: Tuesday, October 24, 2023
Tuesdays 8:00 to 9:00 AM
Minimum Commitment: 6 Weeks
Open Enrollment – You can join this group at any time
Format: Virtual
Cost per Group Session: $29.99 – $39.95

You can find more info and enroll here:
https://nw-adhd.com/community-groups/

If you have questions, feel free to text or give me a call at (858) 200-6887.

Thanks so much for sharing!

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR



Does Positive Thinking Help You Reach Your Goals?

Can “positive thinking” really help you change your life for the better and reach your goals? Many motivational speakers and writers seem to believe so, but empirical studies reveal a more complicated picture.

If you want to reach your goals, positive thinking seems to come with some pitfalls.

In particular, in her research spanning decades, Gabriele Oettingen and her colleagues have discovered a powerful link between positive thinking and poor performance [e.g., 1 – 5]. Oettingen’s book “Rethinking Positive Thinking: Inside the New Science of Motivation” [6], and her website detail many of these findings. For example, in one study [2] they asked college students who had a crush on someone to engage in future fantasies about them and a person of their romantic interest. Six months later, the students who had engaged in positive future fantasies were less likely to have started up a romantic relationship with the person. The authors found a similar effect with academic performance: the more students engaged in positive phantasies about their performance on an upcoming exam, the poorer their performance was at the time of exams.

As her book [6] and website detail, Oettingen and her colleagues have performed such studies with participants from different demographic groups, in different countries, and with a range of personal wishes, including wishes related to health, academic and professional success, and relationships [1 – 5]. Consistently, they found correlations between positive fantasies and subsequent poor performance. The more people “think positive” and imagine themselves achieving their desired future, the less they achieve. The reason for this may be that positive thoughts and fantasies can trick your brain into feeling like you have already succeeded, thereby sapping you of the motivation necessary to work hard enough to realize your dreams [1].

So if positive thinking isn’t the best strategy to help you reach your goals, then what is?

Instead of positive thinking, Oettingen suggests “mental contrasting”. This method combines dreams and reality. As Oettingen writes in her book [6], the method brings positive thinking up against a visualization of the challenges that stand in our way. The method is explained in more detail on the website woopmylife.org.

Similarly, in her book “The Positive Power of Negative Thinking” [7], Julie Norem suggests “defensive pessimism” as a cognitive strategy. By imagining worst case scenarios, we can improve problem-solving and make our worries work for us. This can help us manage anxiety and as well as perform better.  

Does mental contrasting – instead of simple positive thinking – really help you reach your goals?

On her website, Oettingen cites a number of studies that have tested the effect of this mental exercise. This page provides a list with links to each study.

More recently, an independent group of researchers conducted a meta-analysis, including a total of 21 empirical studies. They evaluated the efficacy of mental contrasting in combination with implementation intentions for goal attainment [8]. They did find some publications bias, with published studies showing on average a larger effect size than unpublished studies. This is a phenomenon that’s often revealed by meta-analyses, and it is one reason meta-analyses are so important to consider. The authors therefore caution that the actual effect sizes may be smaller than the published studies suggest. Nonetheless, their analysis showed that overall, mental contrasting is an effective strategy for goal attainment.

Do you want to try some mental contrasting on your own goals?

If you’re ready to try this method, check out the many resources (videos, worksheets, and even a free app for Android or iOS) on Gabriele Oettingen’s website. If you think you could benefit from continuing support as you move towards your goals, let’s discuss how I might help.

Contact Ursina Teuscher for help with reaching goals

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR

Picture Credit:

[1] Photo released free of copyrights under Creative Commons CC0, Public Domain via https://pxhere.com/en/photo/539762

References:

[1] Kappes, H. B., & Oettingen, G. (2011). Positive fantasies about idealized futures sap energy. Journal of Experimental Social Psychology, 47(4), 719–729. https://doi.org/10.1016/j.jesp.2011.02.003
[2] Oettingen, G., & Mayer, D. (2002). The motivating function of thinking about the future: Expectations versus fantasies. Journal of Personality and Social Psychology, 83(5), 1198–1212.
[3] Oettingen, G., & Wadden, T. A. (1991). Expectation, fantasy, and weight loss: Is the impact of positive thinking always positive? Cognitive Therapy and Research, 15(2), 167–175. https://doi.org/10.1007/BF01173206
[4] Thinking positive is a surprisingly risky manoeuvre | Aeon Essays. (n.d.). Aeon. Retrieved September 16, 2022, from https://aeon.co/essays/thinking-positive-is-a-surprisingly-risky-manoeuvre
[5] Oettingen, G. (2012). Future thought and behaviour change. European Review of Social Psychology, 23(1), 1–63. https://doi.org/10.1080/10463283.2011.643698
[6] Oettingen, G. (2014). Rethinking positive thinking: inside the new science of motivation. New York: Penguin Random House.
[7] Norem, J. K. (2001).
The positive power of negative thinking. New York: Basic Books.
[8] Wang, G., Wang, Y., & Gai, X. (2021). A Meta-Analysis of the Effects of Mental Contrasting With Implementation Intentions on Goal Attainment. Frontiers in Psychology, 12, 565202. https://doi.org/10.3389/fpsyg.2021.565202



Event Series: Procrastination and ADHD Follow-Through

Free webinar series with Vicki Lind (MS) and Ursina Teuscher (PhD) on Procrastination and ADHD.

Banner for Webinar Series on Procrastination and ADHD with Vicki Lind and Ursina Teuscher

Do you procrastinate? Do you have ADHD? Stalled on a project? 

Start 2023 with a clear plan and support by joining my colleague Vicki Lind and me in a webinar series and support hub. Do you struggle with procrastination or ADHD, or know someone who does? Learn more about procrastination and how to beat it, and get the support you need to follow through on your plans.

Vicki and I will teach three free interactive webinars together in January. Each week has a different focus:

Tue Jan 10, 9-10am PST: Support from Your Heart & Head
Tue Jan 17, 9-10am PST: Support from Others: Co-working, Bookending & Rewards
Tue Jan 24, 9-10am PST: Support from Your Tools: Your Calendar, Lists & Rewards

Following this series, Vicki will offer a February Support Hub, beginning on Jan 31st, Tuesday at 9 am. If you attend two webinars (in the past or now), you are invited to join Vicki and four other members in regular co-working sessions and ongoing encouragement as you carry out each clear, concrete task.

In our first webinar on January 10th, you will:

  • Identify the thoughts that get you off track and learn how to replace them
  • Understand some things about the brain, and what they mean for best practices
  • Get support for one or two essential action items that fit you
Are you ready to spend an hour with us to move ahead?

​Reserve your spot: vicki@aportlandcareer.com or 503-575-8217 or sign up with the form above

Vicki Lind, MS, Speaker at the Webinar on Procrastination and ADHD Ursina Teuscher, PhD, Speaker at the Webinar on Procrastination and ADHD

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR



How to Tackle Stubborn Goals: Implementation Intentions

What to do with those stubborn to-dos?

Tackling stubborn goals with implementation intentions. Picture credit: Sarah McMillan (https://www.flickr.com/photos/essjay)Do you have items on your to-do list that never get done? Tasks you meant to have crossed off ages ago, but instead they linger and get pushed back forever? Or how about those “little” things you want to do regularly (daily sets of push-ups, perhaps? connecting with friends?), but somehow they keep falling through the cracks?

In general, do you find some of your goals particularly hard to put into practice?

Try “implementation intentions”

A technique that helps is to “script” our intended actions in more specific terms by deciding exactly how, when and where we are going to accomplish each of our tasks. Peter Gollwitzer, a psychologist who has done a lot of research on this, calls those plans implementation intentions. It may be an awkward term, but it stands for a very powerful strategy for self-regulation. The idea is that we should not just form goal intentions (“I intend to achieve X”), but form implementation intentions instead (“I intend to perform specific goal-directed behavior Y when I encounter situation Z”).

Goal intentions

(more general)

“I want to do more push-ups.”

“I want to get in touch with this employer.”

Implementation Intentions  

If situation, then behavior (more specific)

“If I feel cold while I’m sitting at my desk, and before I put on a sweater, I’ll do a set of push-ups”.

“Tomorrow, right after breakfast and before my second cup of coffee, I will look for possible connections on LinkedIn and will draft a message asking for a brief chat with one of them.”

We can also think of implementation intentions as action triggers. As an example, I could tell myself “whenever I’m home and I feel cold, I’ll do a set of push-ups or jumping squats. Only after that will I put on a sweater or turn up the heater”. In that case, “feeling cold” would serve as an action trigger for a quick workout.

Do implementation intentions really work?

Action triggers like these can be surprisingly effective. For example, experiments with interventions have been successful in improving exercise behavior in firefighters, or in helping people establish a healthier diet. One study looked at older patients who were recovering from hip or knee replacement surgery. Some of them were asked to set action triggers for their recovery exercises—something like, “I’ll do my range-of-motion extensions every morning after I finish my first cup of coffee.” The other group did not receive any coaching on action triggers. The results were dramatic: the patients who used action triggers recovered more than twice as fast, standing up on their own in three and a half weeks, instead of almost eight weeks for the others.

Those are just a few examples, but an analysis of findings from 94 independent tests showed that implementation intentions overall have very positive effects on goal attainment.

They are particularly effective for two types of goals:

  • Goals that are associated with disagreeable tasks, such as phone calls or job applications.
  • Goals that are easily forgotten, such as taking medication.

They are also particularly effective for people for whom realizing plans is especially difficult. For example, people suffering from depression, anxiety or addictions, seem to benefit greatly from this technique.

 A side-note: Because implementation intentions are really just action scripts, I always thought they sounded very much like a simple form of self-hypnosis. It turns out that these two techniques actually work well together: implementation intentions enhance people’s responsiveness to hypnotic instructions.
You’re probably already using lots of implementation intentions.
But if or when not:

For many of your everyday tasks, you may already be using implementation intentions without knowing it. For example, having a regular schedule is already an implementation intention (e.g., “at 8am, I will be at my computer and will start with my most important task.”). You may therefore not need to think about this very often. However, keep it in mind as a helpful technique for tasks that are particularly difficult to get started with, or that you’re likely to forget.

In other words, here’s my suggesting of a meta-version – the mother of many more implementation intentions:

“If I notice one of my to-do’s has been on my list for too long,
I will form an implementation intention.”

Implementation Intentions

by Ursina Teuscher at Teuscher Counseling, LLC


Selected References:
[1] Gollwitzer, P. M., & Brandstätter, V. (1997). Implementation intentions and effective goal pursuit. Journal of Personality and Social Psychology, 73(1), 186–199. http://doi.org/10.1037/0022-3514.73.1.186
[2] Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69–119. San Diego, CA, US: Elsevier Academic Press.
[3] Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493–503. http://doi.org/10.1037/0003-066X.54.7.493
Hammer, R. (2010). The Effects of Implementation Intentions on Volunteer Firefighter Exercise Behavior: A Randomized Controlled Study. All Graduate Theses and Dissertations. Retrieved from http://digitalcommons.usu.edu/etd/753
[4] Schweiger Gallo, I., Pfau, F., & Gollwitzer, P. M. (2012). Furnishing hypnotic instructions with implementation intentions enhances hypnotic responsiveness. Consciousness and Cognition, 21(2), 1023–1030. http://doi.org/10.1016/j.concog.2012.03.007
[5] Verplanken, B., & Faes, S. (1999). Good intentions, bad habits, and effects of forming implementation intentions on healthy eating. European Journal of Social Psychology, 29(5-6), 591–604. http://doi.org/10.1002/(SICI)1099-0992(199908/09)29:5/63.0.CO;2-H
[6] Wang, G., Wang, Y., & Gai, X. (2021). A Meta-Analysis of the Effects of Mental Contrasting With Implementation Intentions on Goal Attainment. Frontiers in Psychology, 12, 565202. https://doi.org/10.3389/fpsyg.2021.565202



Dealing With Regret Part II – Advanced Practice

"Signs of Regret" - Art installationPicture credit: Ted Eytan

How do we best cope with regret about our past decisions?

In response and as a complement to my last post, I want to offer an “advanced practice” tool to deal with regret.

Regret is a complicated state of mind and often involves a mix of feelings. It’s worth getting clarity about what’s what.

For example, one on my clients gave up an artistic career in favor or a more practical path. The grief she felt about giving up a dream could easily be confused with regret, but it is not the same thing. You can experience negative feelings about the consequences of your choice without regretting the actual choice. Give yourself permission to dislike some of the consequences of your choice, while acknowledging that you chose the best possible path (or what seemed the best possible path at the time you had to make the decision).

Advanced practice: a tool to deal with regrets

Here’s a tool to help with this [download the pdf here]. Whenever you feel any kind of pain with regards to your past decisions, write down how exactly you feel about it. Then, figure out which parts of the negative feelings are true regrets – as opposed to grief, sadness, anger, resentment, etc. Ask yourself: what do I truly wish I had done differently?

Advanced Practice Tool to Deal with Regret.png

Example: Did I act (or fail to act) against my own values when a better path would have been possible? For instance, did I act out of cowardice, laziness, lack of care for others, lack of kindness, or negligent short-sightedness, against my better judgment? (Laziness and cowardice can include the active avoidance of information and of critical thinking – more about this here.)

If any of this applies, think very practically about how you could act more in line with your values next time. In fact, it’s worth thinking about that anyway – even if you feel that you acted to the best of the knowledge and capability you had at that time.

A good format for this are implementation intentions (explained in more detail here):

Example: If/when I find myself on the fence on whether to reach out to someone, I will remember how much I regretted my inaction last time, and I will take the first step. If it feels awkward, I will remind myself that awkwardness is an acceptable worst-case scenario. Losing a friend is not.

“Mathilde had walked in on her once crying in the coed showers,
had recognized her beautiful alto voice, and had walked out
again, choosing to give the gift of privacy over that of comfort.
Only in retrospect was that the worse choice.”

Lauren Groff – Fates and Furies.

Extra credit practice for true regrets:

Ask yourself: is it really too late, or could I still correct my regretted action or non-actions?

Example: Could I still reach out and try to restore that friendship? Could I still apologize, even if I hurt someone decades ago?

“Through this clear window, she could see how good it all had been.
She had no regrets.

[That’s not true, Mathilde; the whisper in the ear.]
Oh. Christ. Yes, there was one. Solitary, gleaming. A regret.
It was that, all her life, she had said no.”

Lauren Groff – Fates and Furies.

You can download a pdf of the advanced practice tool [here]. If you end up using it, I would love to hear from you! Here you can get in touch and schedule a call or leave me a message.

Contact Ursina Teuscher to discuss the "advanced practice tool to cope with regret", or other topics

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR



Performing under Pressure

Have you ever choked when you needed to perform under pressure?

We all know what it feels like: you’ve been building your skill – whether it’s in academics, in your career, in sports, in performing arts – but when the big moment arrives, nothing seems to work. You hit the wrong note, drop the ball, get stumped by a simple question. In other words, you choke under the pressure.

Here, I will review a book by Sian Beilock about this topic, along with additional research, and I’ll highlight some findings that can help you perform at your own very best, even under pressure.

A book review and practical applications

Dr. Sian Beilock, an expert on performance and brain science, examines in her book “Choke” why we sometimes blunder and perform at our worst precisely when the stakes are highest. What happens in our brain and body when we experience the dreaded performance anxiety? And what are we doing differently when everything magically clicks into place?

[👆TED Talk by Sian Beilock, author of “Choke: The Secret to Performing Under Pressure.”]

Beilock reveals surprising similarities among the ways students, athletes, performance artists, and business people choke. She examines how attention and working memory guide human performance, how experience and brain development interact to create our abilities, and how stress affects all these factors. The findings she present give us helpful pointers to how we can overcome debilitating performance anxiety, and how to succeed despite the pressure.

What does it mean to “choke” under pressure?
Choking under pressure is poor performance that occurs in response to the perceived stress of a situation. In other words, choking is not simply poor performance. Choking is suboptimal performance. It means that that you perform worse than expected given what you are capable of doing, and worse than you have in the past. It also doesn’t merely reflect a random fluctuation – we all have performance ups and downs. Choking occurs specifically in response to a highly stressful situation.
What are the reasons we choke? Why do we sometimes perform worst in precisely the moment when we care most about a top performance? 
Beilock writes a lot about the effects of an overloaded working memory on performance. While she doesn’t make the following distinction in her book, the findings she presents make more sense to me if we acknowledge that there are two types of performances:
1) There are some skills we have practiced so well that we don’t have a conscious understanding anymore of what we are doing.

The skills of top athletes or musicians are obvious examples here, but we all experience this for skills that require no conscious attention from us, such as running down a flight of stairs. If you suddenly direct explicit attention to exactly what you’re doing with your feet while running, chances are it won’t go so well anymore. This sudden focus on your own movements can happen during a peak performance, and is a well-documented reason for choking. For example, athletes’ tendency to overthink their performance is one big predictor of whether they will choke in important games or matches. In those situations, it helps to add an unrelated thinking task (such as counting backwards) that will distract the performer just enough so that they can’t overthink their performance anymore.

2) On the other hand, there are skills that will always require our full attention, no matter how practiced we are: solving math problems is such an example.

For this type of skill, our performance suffers if we get distracted, because we do need our working memory at its full capacity in order to perform at our best. Worrying about your performance is precisely such a distraction: it takes up precious resources of your usual brain power. When math-anxious people do math, all their worries – about the math, about their performance, about looking stupid – capture a big part of their working-memory, and they are left with less brainpower to focus on the math itself.

When you worry while doing math, something gets sacrificed.
Unfortunately it’s not the worries, but the math.

This is also a well-documented phenomenon. An example of this is the performance hit that is often observed when people are aware of a “stereotype threat”. Namely, bringing up negative stereotypes about how your sex or racial group should perform can be enough to send people into a spiral of self-doubt that uses up valuable brain resources that could otherwise work on the task at hand – resources that are already scarce in high-stakes situations. The mere awareness of these stereotypes can lead to choking under pressure.

So how can you prevent choking, and instead perform at your best when you’re under pressure?

Here are my top five practical tips, based on the science I’ve seen so far (the research findings are taken mostly from Beilock’s book, but see a list of additional references below).

1. Know whether your task requires your full attention or not, and “load” or “unload” your working memory capacity accordingly:

If your task involves fully automated “muscle memory” skills, such as an athletic or musical performance, it may help you if you can distract yourself, in order to avoid focusing your attention on your own movements and getting – perhaps literally – tripped up by your unhelpful focus.

If, on the other hand, your task does require your full attention, such as an academic test, try to “unload” your worries in order to free up working memory. For example, writing about the stressful events in your life on a regular basis can decrease the occurrence of intrusive thoughts and worries. This can bolster your cognitive horsepower. Think of a computer analogy: if a computer is running several programs at once, each one of these programs will run that much slower and be more prone to crash. Getting your worries out on paper eliminates the unnecessary programs from running and helps you focus on the task at hand.

2. Practice under the gun:

Of course, practice makes everything easier, but in particular, make your practice situation as similar as possible to the performance situation. For example, if you need to give a presentation, practice it in front of people, or in front of a camera. Different studies, one with golfers and one with with musicians, showed a very similar effect of this kind of practice: those who had practiced while being video-taped performed better in front of an audience than those who had practiced in isolation.

3. Prepare, don’t worry:

Preparing is not the same as worrying! People thinking about an upcoming presentation while lying in a brain scanner got more nervous, the longer they spent anticipating the stressful event. So, prepare well, but don’t keep thinking about the stressful event more than necessary. Once you are well-prepared, it may serve you better to focus your attention on something other than the upcoming performance.

4. Social support – a mixed bag:

Men who were able to spend time with their spouses before having to prepare their speech showed less of a stress response (cortisol increase) in anticipation of a stressful public speaking assessment than those who didn’t spend time with their spouse. However, the same was not the case (in a different study, but with the same stressful public speaking test) with women: women’s cortisol levels went up when their boyfriends were present beforehand. Before generalizing this finding too much, I would like to emphasize that these were different studies and may have included people in different stages of their relationships.

So then, what to conclude from these mixed findings? Of course, you know it: surround yourself with the kinds of people who make you feel calmer, rather than adding more pressure, when you’re stressed out.

5. Focus on values (not goals):

Interventions that asked students to write a paragraph about their values before a task performed better and were less affected by stereotype threats. This may sound like a weird intervention, but it does make sense. Focusing on values may re-affirm your self-worth and integrity, and direct your focus away from your own flaws and onto the bigger picture.

Note that values are not the same as goals: several studies showed that focusing on goals had no effect on performance, for example in soccer players and race car drivers. This is also not too surprising, since goal setting is a motivational technique, rather than one one that optimizes attention, and motivation is already high enough, if not too high, when we choke under pressure.

What next?

Do you need help with your own performance under pressure?

Are you, or is someone you love, struggling with performance anxiety? Would you like to try some of the here discussed or other evidence-based interventions? I would love to help you think about how to apply these and other ideas to your specific situation. Here you can schedule a coaching session or a phone call to discuss options.

Set up an appointment with Ursina Teuscher to discuss Performance Coaching
I look forward to talking to you!

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR


References:

J. Aronson et al., “When white men can’t do math: Necessary and sufficient factors in stereotype threat,” Journal of Experimental Social Psychology, 35 (1999), 29–46.
M. H. Ashcraft and E. P. Kirk, “The relationships among working memory, math anxiety, and performance,” Journal of Experimental Psychology: General, 130 (2001), 224–37.
S. Beilock. Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To. Atria Books.
S. L. Beilock and T. H. Carr, “On the fragility of skilled performance: What governs choking under pressure?” Journal of Experimental Psychology: General, 130 (2001), 701–25.
G. L. Cohen, J. Garcia, N. Apfel, and A. Master, “Reducing the racial achievement gap: A social-psychological intervention,” Science, 313 (2006), 1307–10.
B. Ditzen et al., “Adult attachment and social support interact to reduce psychological but not cortisol responses to stress,” Journal of Psychosomatic Research, 64:5 (2008), 479–86.
A. J. Fiocco, R. Joober, and S. J. Lupien, “Education modulates cortisol reactivity to the Trier Social Stress Test in middle-aged adults,” Psychoneuroendocrinology 32 (2007), 1158–63.
P. Gröpel & C. Mesagno (2019) Choking interventions in sports: A systematic review, International Review of Sport and Exercise Psychology, 12:1, 176-201
C. Kirschbaum et al., “Sex-specific effects of social support on cortisol and subjective responses to acute psychological stress,” Psychosomatic Medicine, 57 (1995), 23–31.
K. Klein and A. Boals, “Expressive writing can increase working memory capacity,” Journal of Experimental Psychology: General, 130 (2001), 520–33.
E. H. McKinney and K. J. Davis, “Effects of deliberate practice on crisis decision performance,” Human Factors, 45 (2003), 436–44.
C. M. Steele and J. Aronson, “Stereotype threat and the intellectual test performance of African-Americans,” Journal of Personality and Social Psychology, 69 (1995), 797–811.
T. D. Wager et al., “Brain mediators of cardiovascular responses to social threat: Part II: Prefrontal-subcortical pathways and relationship with anxiety,” Neuroimage, 47 (2009), 836–51.
C. Y. Wan and G. F. Huon, “Performance degradation under pressure in music: An examination of attentional processes,” Psychology of Music, 33 (2005), 155–72.



Summer Reading List 2021: Five Books that Changed my Mind

This past year gave me a fair amount of time to read and listen to audiobooks. Here are five books I found truly impactful, in that they managed to change some of my fundamental previous assumptions and opinions.

Steven Pinker (2018). Enlightenment Now: The Case for Reason, Science, Humanism, and Progress.

Steven Pinker presents a passionate and persuasive defense of reason, science and progress. He shows with an abundance of data how a commitment to humanitarian values has kept winning – in the long run – dramatically and consistently over the destruction and chaos that would be the easier and more natural course. It is an uplifting as well as urgent perspective that challenges lazy dogmas from both the left and the right of the political spectrum.

To get a first impression and hear his own voice, here’s Steven Pinker in an interview with Shankar Vedantam on the “Hidden Brain” podcast:

Beyond Doomscrolling

Hans Rosling, Anna Rosling Rönnlund, & Ola Rosling (2018).  Factfulness: Ten Reasons We’re Wrong About the World–and Why Things Are Better Than You Think

You may know Hans Rosling from his classic and widely shared 2006 TED talk:

This book offers explanations of why people – including highly educated people – are shockingly and systematically wrong about global trends and facts. Our instincts dramatically distort our perspective: from our tendency to divide the world into two camps (usually some version of us and them; e.g., poor vs rich etc) to the way we consume media (where fear rules), to how we perceive progress (believing that most things are getting worse).

The two books above share a similar perspective, but they are different enough (and counterintuitive enough!) that I found it very worthwhile to read both. In fact, I suspect I should read them both again in the near future, lest I forget.

Malcolm Gladwell (2019). Talking to Strangers

I’ve often found Malcolm Gladwells’s books worth reading, but hard to summarize. This one is no exception. If I had to summarize my take-home, it would be: “stop assuming”. I might be very wrong about other people, no matter how great I think my intuition is. (This past year I’ve listen to both “Talking to Strangers” and his older “David and Goliath” as audiobooks in short succession, and found them both similarly entertaining, informative, relevant for race politics, and thought-provoking, but only half satisfying.)

Sharna Fabiano (2021). Lead and Follow

Much has been written about leadership, but very little about followership in organizations (in fact, my spellchecker doesn’t even recognize “followership” as a word). As an internationally recognized dance artist and teacher, Sharna Fabiano has a deep understanding of the complementary nature of those roles in Argentine tango.

In her words: “To a dancer, improvisation does not mean “winging it” or making it up as you go along. Rather, it implies a highly refined system of communication built through specific methods of training. Improvisation for dancers is a synergy between leading and following actions that is greater than the sum of its parts. We already know a lot about leading at work, but not many of us understand how to follow with intelligence, power, and grace, as dancers do. It’s time we learned.”

Sharna Fabiano presents a coaching model that helps us think about those roles and the skills they require through three phases of increasing sophistication: 1. Connection, 2. Collaboration, and 3. Co-creation. It’s a very practical and well written book. As a reader, you don’t need to know anything about tango to understand the metaphors and their applicability to specific challenges in the workplace.

Steve Dalton (2020). The 2-Hour Job Search

What I liked least about this book was its title. I took me a while to figure out what exactly the two hours refer to, and I found the best explanation – and indeed the best book summary – here. The book’s focus is on how to get you interviews as efficiently and quickly as possible, without all the emotional investment that comes with a lot of other career advice. One reason I’ve already recommended it to several clients is that it has very useful templates and easy-to-follow guidelines for requesting and conducting informational interviews.

Steven Dalton’ approach circumvents the online job application process altogether. His approach takes into account the fact that many smaller companies never post their jobs online at all (and did you know that almost 99% of US employers have fewer than 100 employees?*), as well as that the odds for online applications are quite terrible, especially for people without very clearly defined and sought-after skills.

* According to 2016 data from the Census Bureau, firms with fewer than 500 workers accounted for 99.7 percent of businesses, and firms with fewer than 100 workers accounted for 98.2 percent.

Ursina reading an entirely different book from the ones on her Summer Reading List

What have you all read or listened to recently? As always, please let me know your favorites! Contrary to what this post might suggest, I also enjoy fiction, escapism, and otherwise simply pleasurable entertainment. Would love to hear your recommendations!

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR



Who Should Make Which Decisions in Your Team?

A practical tool and downloadable template to help determine decision authority.

For the most part, my work focuses on helping people figure out HOW to make good decisions. However, in an organization (or family! or any other group of people), the more urgent and conflict-prone question is often WHO should make which types of decisions, rather than how they should make them.

During a conversation with a client lately, I realized that this, too, is a decision that we can approach with the same frameworks and questions that are helpful for other decisions. In this case, the “alternatives” are people within the organization. In other words, each potential decision-maker is one option, and the main challenge is to define which criteria the decision-maker should fulfill in order to bear that responsibility. Once you have defined those criteria, it becomes much more straightforward to assign the right person the responsibility for any type of decision.

Who should decide? How to determine decision authority in your team

I’ve created a template to illustrate and support this process. You can download it here. The spreadsheet as it is here may be too sophisticated for many situations, but you can adapt that general idea, and use it in any way you choose to guide this process within your team. (You should also adapt the set of criteria and their importance weights as you see fit, but the example may help you get started. It was among others inspired by this article.)

 

Who should decide? How to determine decision authority in your team

 

Things to consider when you use this approach to determine who gets to make which decisions in your team:

If there are no trade-offs (i.e., some people score higher than others on all criteria), the decision authority can simply go to the person with the highest total score (Column G). However, if there are trade-offs (as in the example), don’t look only at the totals. Trade-offs between criteria often suggest a way to share the decision.

For this example, given these particular criteria:

  • People with high expertise, but who are not affected by the decision (Team Member 2 in this example) could be advisors to the decision-maker.
  • People who are not affected by the decision in their regular work, if all goes well, but who might be affected by fallout of negative consequences (Team Member 3 in the example), could get a veto role. In other words, the person higher in the chain of command/responsibility might want to let someone else, who is closer to the decision, develop and propose a solution, but they might want to reserve the right to approve it before it is implemented. Criterion 3 here would justify this kind of overseeing role for Team Member 3 for this particular decision (clearly distinguishing this case from a micro-managing leadership style in general).

A possible practical solution for this example:
Team Member 1 could create a proposal, advised by Team Member 2. Team Member 3 would have to approve the proposed solution before it is implemented.

If you have faced the question of “who should make which decisions” in your team, please let me know what you think about this process. I’d love to hear about your experience!

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR



Career Counseling Update: How Does Online Coaching Work?

This is an update to my earlier post, where I described my career coaching process in detail. While I have always offered and enjoyed online coaching via phone or video, I used to meet most clients in my office. I had therefore written my earlier post assuming a regular in-person setting. Some of the coaching methods I described there, especially exercises giving the client physical cards to sort and lay out, are of course not available in a remote setting. To replace those, I have in the meantime created additional resources and career counseling tools for a remote coaching setting that I am happy to share here.

I have revised the pdf that I’ve shared before to include links to all those online coaching tools and resources. Some of the links are external resources, such as a free assessment of career values that I really like, provided by Career Services Group, Inc. Others are tools I created or adapted from card sort tasks, such as a skills matrix in a Google Spreadsheet.

Career counseling: online resources to guide your career decision

So here’s my revised outline of the coaching process and tools I like to use to help people with a career decision.

Career Counseling Update: How Does Online Coaching Work?

 

What if I can’t afford career counseling? Can I do all this by myself, without a career counselor?

Yes, in the sense that you have here all the resources I typically use. I can think of three things that may be difficult to do by yourself, but for all of those, working with a trusted friend instead of a coach can help:

  1. Clarifying criteria. When I work with a clients on a career decision, the part that usually takes up most time during our meetings is the second part (what’s summarized on Page 2 of the pdf): the clarification of criteria. Reflecting deeply on what matters most to you, and what to prioritize, is a hard task. Most of us find that difficult to do by ourselves, so my recommendation is that you find someone you can talk to. For this part, I recommend finding someone who can listen well, and who is kind and non-judgmental, because you’ll want to be honest with yourself, and possibly open to discussing vulnerable aspects of yourself.
  2. Exploring options. Our abilities to think creatively are severely limited if we think by ourselves. Creative conversations with an open-minded person are a very powerful tool to disrupt and enrich your thought patterns. Ideally, find someone smart and creative to talk to while you explore options! I always recommend that anyway as homework between sessions.
  3. Doing the homework. A coaching setting with weekly sessions provides very natural deadlines for homework to be completed every week. Without any such structure and accountability, some people find it difficult to go through this entire process. Here too though, a friend can help: schedule regular chats or check-ins with someone who can help you take the next steps.

Share the online resources

Please feel free to share this pdf, including any of the linked documents, with anyone you think might benefit! I hope this will be a useful resource to you, whether you use by yourself, or with a friend, or wether it helps you decide to work with a coach on some of the questions. I am also happy to answer questions about it. You can schedule a chat or meeting here.

 

Set up an appointment with Ursina Teuscher

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR



How Does Career Decision Coaching Work?

If you’re considering getting help for a career decision, you may wonder what exactly it would look like to work with a career counselor or coach. Here’s a description of the coaching process and tools I often use when I work with clients on a career decision.

Career Decision Coaching:

1. Defining the Problem

The first step for me is to make sure I understand exactly what your needs are, and what you’re hoping to achieve by working with me. For example, you may look for a change in your career, and for help figuring out which direction to take. If you’re hoping to get clarity in a career decision, we’re on a good track and I’ll be confident that my process can help you.

(If you’re looking for something else, I might be able to refer you to one of my colleagues. For example, if you need help searching for specific jobs, tailoring your resume, or improving your interviewing skills, I’m happy to connect you with someone else on our team).

2. Clarifying Criteria

If you want to take your career in a new direction, we usually start with an in-depth clarification of your personal criteria. Career CounselingWhat matters most to you for your next career move? Partly, this will be an open conversation. Sometimes I use image cards to draw out more information about your core values and issues that matter to you personally. Letting you pick images and talk about them can illuminate your values in a way that words alone may not. Then, we may dig into different aspects with several standardized assessments. For example:

  • An assessment of your skills, including those with growth vs. burn-out potential, with the Motivated Skills Card Sort Matrix
  • An assessment of your career-relevant values with the Knowdell Career Values Card Sort task
  • A personality assessment, based on the five factor model of personality with 30 subscales (IPIP-NEO 300: International Personality Item Pool Representation of the NEO Personality Inventory – Revised: NEO PI-R)

How does career decision coaching work?

3. Exploring Options and Strategies

Each of these steps and assessments usually takes at least one session to complete. At the end of each session though, we will always think about possible homework for you, if you’re up for that, so that you can drive the process forward as much as possible in between sessions, if and as much as you choose to. For example:

  • After the Skills Assessment we may think of new search terms you could use when looking for careers. We’ll discuss search strategies for you, such using O*NET or LinkedIn as sources for information (each very limited in their own way, but valuable and complementary).
  • The results of the Skills Assessment can be a terrific starting point to re-think your work history and accomplishments. You can do exercises at home that will help you later craft your resume and talk naturally about your skills and strengths in an interview. You’ll find ways to highlight the skills you most enjoy using and would like to grow more in your future.
  • The Career Values Assessment, as well as the Personality Assessment, can give us new ideas about employers and work environments that would be a good fit for you. You might want to set up informational interviews between sessions, so that you can come back in with new information and new ideas. For most people (not just introverts!) asking someone for an informational interview is not easy. I can help you think about how to reach out and what questions to ask, based on where you’re at in your decision process.

How does career decision coaching work?

4. Deciding on Your Best Strategies and Planning Next Steps

Once we have the results of all the assessments, we will look through all that information and distill your very personal set of your most important criteria. We will use this set of criteria to guide your search for options and information, and to evaluate specific career paths. Visual tools, such as decision tables and trees, can help us determine which strategies are your winners. We can even evaluate your options with weights and numerical ratings, if the decision is still difficult at that point. Or, I can help you think about particularly uncertain options with risk analysis tools, such as scenario trees. Oftentimes however, these formal tools are not even necessary in the end. You’ll probably have gained enough clarity about what direction you want to take, and about your best strategies to pursue that direction.

Once you have decided on a strategy (or on several you want to keep pursuing), I can help you plan your next steps. At that point you’re probably well on your way. Our coaching process could end there, or you might like to get some continued help and guidance from me, as you take next steps and work towards your next goals. Either way, the clarity you’ll have gained from this process, and the knowledge that you’re making the best possible decision, will help you fully commit and take action.

I hope this description gives you a better idea how career decision coaching could work for you! If you’re interested in coaching, here’s more information about the typical setting and fees to work with me. If you want to talk to me on the phone or are ready to come in for a first session, you can schedule a chat or meeting here.

Set up an appointment with Ursina Teuscher

by Ursina Teuscher (PhD), at Teuscher Decision Coaching, Portland OR



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