sceneinvestigation

Explain to students that they will be acting out a scene that examines this assumption:

The scene will reflect the assumption and the thoughts, feelings, actions, and consequences that arise from belief in that assumption. Have the students choose roles, and stand in front of the class. Feel free to change genders of the characters and pronouns accordingly. Also, feel free to adapt the scene or create another one that more closely reflects your students’ concerns. Instruct all students to express the dialogue with their bodies and voices. Have Carlos sit, with the assumption, thoughts, and feelings standing behind him, as if they are a part of him. As they and the narrator speak, have the student playing Carlos reflect what they are saying with his body and voice. Have the observers watch for evidence of illogic in thoughts, feelings, actions, and consequences.

Scene 1: Stressing Out?

Narrator:	The teacher announces that a test is about to begin. She says:
Teacher:	Class, please put your books in your desks and take out pencils for your math test.
Narrator:	Carlos worries a lot about tests.
Assumption:	He assumes: When something seems scary, I must get terribly upset.
Narrator:	He thinks:
Thoughts:	I won’t remember anything. I’ll never do well. I’m going to fail. My parents will kill me. I won’t go to high school or college and I’ll be a failure!
Narrator:	He feels:
Feelings:	I’m so nervous and stressed!
Narrator:	Carlos fidgets with a pencil and asks the teacher:
Carlos:	May I go to the washroom?
Narrator:	She answers:
Teacher:	No Carlos, you’ll have to wait until after the test.
Narrator:	The teacher hands out the tests. Carlos stares at the questions and writes very little on his paper. The teacher collects the papers, calls Carlos over and says:
Teacher:	I’m disappointed, Carlos, I know you know the answers and could have done a lot better.

2. Assumption Examination

Remind students that the assumption of this scene was, “If something seems fearsome, I must get terribly upset.” Have the student choice-detectives examine the assumption by exploring the ways in which it reflects the three errors in logic. Ask the students the questions below and help them by providing as much of the answer as is necessary. As the lessons progress, they will need decreasing amounts of help.

Was the assumption based on crystal-balling?

The assumption says that a person knows with certainty that something will happen in the future that is to be feared. Choice-detectives know that it is impossible to make this prediction.

Was the assumption based on generalizing?

The assumption says that getting terribly upset is the only possible choice. Choice-detectives know that using the word must is an example of exaggerating. Must means that there is no choice, that a person could not live without getting terribly upset. But the fact is that the only things people must have to live are related to physical safety: air, water, and food. When people feel, at the moment, that they have no other choice besides becoming terribly upset, they allow themselves to feel this way. However, after examining the assumption, a person realizes that he or she does not have to feel terribly upset, that there are many other ways to feel.

Was the assumption based on awfulizing?

The assumption says that something that seems fearful is awful and horrible and cause for becoming terribly upset. A choice-detective knows that it is stretching the truth to believe that everything that seems fearsome is worth becoming terribly upset. In certain situations, a person might have reason to take action with regard to what seems fearsome. However, all situations do not demand that this.

3. Scene Examination

Tell students that you will ask them some questions to help them apply their understanding of the errors in logic to the assumption; rewrite the assumption so that it becomes a provable belief; rewrite the thoughts based on that belief; redefine their feelings based on these thoughts; and finally, predict the actions and consequences arising from the new belief, thoughts, and feelings. Their responses will be reflected in the dialogue in the next scene, and the goal is that they will be ultimately applied in their personal choices. Have students answer the following questions. Answers are provided if necessary.

Applying assumption examination:

Do you think that Carlos exaggerated what would have happened if he didn’t do well on the test? What do you think would have been the worst thing that could have happened? (Yes, he exaggerated. He might have missed a few problems or even failed the test. However, he would not have flunked the grade or be killed by his parents.)

Rewriting assumption to a provable belief:

What might have been a better belief for Carlos to have when something seems scary? (If something seems scary, I can look closely to figure out what the risks really are.)

Rewriting thoughts to reflect new belief:

What thoughts would that lead to? (I may not do as well as I would like on the test, but I might do fine. If I don’t do well, the worse that can happen is I’d have to take the test again. I’ll try to remember what I was taught.)

Redefining feeling based on thoughts:

Predicting actions and consequences based on new belief:

How do you think the scene might have ended differently, in a way that would get Carlos’s needs met and help him to persevere? (Carlos might have taken deep breaths, done the rags exercise, worked his hardest, and done well on the test.)

4. Scene 2: Based on a Provable Belief

Tell the students that they will be acting out a scene that reflects the provable belief:

The scene will reflect the belief and the thoughts, feelings, actions, and consequences that arise from that belief. Have different students play the roles in this scene to offer a larger number of students the opportunity to act. The same instructions that were given before the first scene apply, in terms of adapting scene, placing actors, using body and voice, and instructing observers. Please take note that in the previous scene, there was the character of “Assumption” and in the revised scene, the character is called “Belief”.

Scene 1: Stressing Out?-Revised

Narrator:	The teacher announces that a test is about to begin. She says:
Teacher:	Class, please put your books in your desks and take out pencils for your math test.
Narrator:	Carlos now believes:
Belief:	If something seems scary, I can look closely to figure out what the risks really are.
Narrator:	He now thinks:
Thoughts:	I may not do as well as I would like on the test, but I might do fine. If I don’t do well, the worse that could happen is that I’d have to take the test again. I’ll try to remember what I was taught.
Narrator:	He now feels:
Feelings:	I feel a little nervous but hopeful.
Narrator:	The teacher hands out the tests. Carlos takes a slow, deep breath, thinks through the answers, and slowly completes the test. The teacher collects the papers, calls Carlos over, and says:
Teacher:	Carlos. I’m so proud of you. You took your time, tried hard, and it really shows!

About a week after this lesson, give students the opportunity to share highlights from their Anxiety Assessment Scales and to discuss their experiences and behavior choices regarding anxiety during the week. Additional activities could include drawing a double-sided picture, one side representing the effects of the assumption and the other reflecting the provable belief.

BRAINSTORMING STRESS INDICATORS—Use age-appropriate examples, such as a first date, college decision making, an opening night performance, or a big game.

INQUIRY—If students are uncomfortable sharing feelings, these can be written anonymously and read aloud.

SCENE INVESTIGATION—Encourage students to develop their own scenes with the one given as a reference.

Activity 5: SCENE INVESTIGATION: STRESSING OUT

1. Scene 1: Based on Unprovable Assumption