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The belief that effort pays off in terms of greater success (Bernard Weiner 1972, 1983) is not the commonly held belief of most people In fact, most people attribute greater success proportionally in order of significance to the following hierarchy:

• Talent/Ability 
• Connections/Other People
• Chance/Luck
• and finally Effort

As you can see, effort is typically perceived as the last and least significant factor.

The reality is that the first four of these beliefs actually inhibit the achievement of success. If you believe ability to be the ultimate key to success you will inevitably encounter a skill at which you do not have the greatest ability. In fact, belief that you have only specific skill set abilities will cause you to sabotage yourself when presented with circumstances that require a different or unique skill set. Cholerics often fall victim to this pitfall.

If you believe that other people are the primary cause of success is inherently destructive when the individual finds they must work alone. Sanguines and Supines suffer most from this misconception.

Belief in chance or luck also has hazards. What happens “when your luck runs out?” These are the dreads of both the Melancholy and the Phlegmatic.

This brings us to two generalizations we can make about the concept of Effort in relation to success.

1. Not everyone comprehends the importance of believing in the power of effort. Not everyone readily accepts that enhanced effort pays off in enhanced achievement. Hence the many programs available that taut the slogan “work smarter not harder.” In fact direct effort has a direct effect on success relative to that effort (Seligman 1990,1994).
2. We can learn to change our beliefs to emphasize the importance of effort in success. Added effort will pay off in terms of enhanced success (Craske 1985). Those who embrace the relationship between effort and achievement actually achieve more than those who adopt work smart strategies. 

 Sports figures Daniel “Rudy” Ruettiger and Pete Rose come to mind.

Can you share a temperament of tenacity story?

Snake oil 

Bad temperament counseling is a branch of bad counseling. It should be easy to identify bad temperament counseling from good counseling but it isn’t. The problem is smooth words can interfere with our ability to discern good information from bad information.

How many charlatans have there been? Over the years many have taken advantage of many more by manipulating the need for good counsel of those who had that need.

Are the following on your list?

• tea leaves
• phrenologists
• astrologers
• tarot readers
• bone throwers

Not even those who are supposedly credentialed providers are above pressing their influence over those in need. What about the famous Dr. Lichtman who bilked insurance companies out of over $3 million in 1996?

There are a few signs to be alert for when consulting a temperament (or any other) counselor.

• promises to find an absolute solution
• treatment plans that last for years rather than weeks
• counselors who begin session without an analysis
• counselors who offer you solutions to some one elses behaviors

What are the signs of a “Good” Temperament counselor?

• Someone who takes a full case history beforebegining counseling
• Someone who conducts a temperament analysis before begining counseling.
• Someone who talks in terms of meeting the following needs in a appropriate manner
  • Affection
  • Control
  • Inclusion
• Someone who speaks to you about help in 10 sessions or less rather than in years of therapy.
• Someone who has a strong faith basis for their practice.

Keep in mind the field of counseling is no more immune to bad apples than those of law, or medicine.

This is the study of temperament at its deepest core. Can you identify the projected temperaments of theses notable persons by their responce to the question?

Barack Obama: The chicken crossed the road because it was time for a CHANGE! The chicken wanted CHANGE!

John McCain: My friends, that chicken crossed the road because he recognized the need to engage in cooperation an dialogue with all the chickens on the other side of the road.

Hillary Clinton: When I was First Lady, I personally helped that little chicken to cross the road. This experience makes me uniquely qualified to ensure — right from DAY ONE!— that every chicken in the country gets the chance it dieserves to cross the road. But then, this isn’t about me…

Dr. Phil: The problem we have here is that this chicken won’t realize that he must first deal with the promblem on THIS side of the road. What we need to do is help him realize how stupid he’s acting by not taking on his CURRENT problems before adding NEW problems.

Oprah: Well, I understand that the chicken is having problems, which is why he wants to cross this road so bad. So instead of having the chicken learn form his mistakes and take falls, which is part of life, I’m going to give this chicken a car  so that he can just drive accross the road and not live his life like the rest of the chickens.

George W. Bush: We don’t really care why the chicken crossed the road. We just want to know if the chicken is on our sid of the road, or not. The chicken is either against us, or for us. There is no middle ground here.

Colin Powell: Now to the left of the screen, you can clearly see the satellite image of the chicken crossing the road…

Anderson Cooper - CNN: We have reason to believe there is a chicken, but we have not yet been allowed to have access to the other side of the road.

John Kerry: Although I voted to let the chicken cross the road, I am now against it! It was the wrong road to cross, and I was misled about the chicken’s intentions. I am not for it now, and will remain against it.

Nancy Grace: That chicken crossed the road because he GUILTY! You can see it in his eys and the way he walks.

Pat Buchanan: To steal the job of a decent, hardworking American.

Martha Stewart: No one called me to warn me which way that chicken was going. I had a standing order at the Farmer’s Market to sell my eggs when the price dropped to a certain level. No little bird game men any insider information.

Dr. Seuss: Did the chicken cross the road: Did he cross it with a toad? Yes, the chicken crossed the road, but why it crossed I’ve not been told.

Ernest Hemingway: To die in the rain. Alone.

Jerry Falwell: Because the chicken was gay! Can’t you people see the plain truth? That’s why they call it the other side. Yes, my friends, that chicken is gay. And if you eat that chicken, you will become gay too. I say we boycott all chickens until we sort out this abomination and that the liberal media white washes with seemingly harmless phrases like “the other side.” That chicken should not be crossing the road. It’s as plain and simple ast that.

Grandpa: In myh day we didn’t ask why the chicken crossed the road. Somebody told us the chicken crossed the road and that was good enough.

Barbara Walters: Isn’t that interesting? In a few moments, we will be listening to the chicken tell, for the first time, the heart warming story of how it experienced a serious case of molting, and went on to accomplish its life long dream of crossing the road.

Aristotle: It is the nature of chickens to cross the road.

John Lennon: Imagine all the chickens in the world crossing roads together, in peace.

Bill Gates: I have just released eChicken2008, which will not only cross roads, but will lay eggs, file your important documents, and balance your check book. Internet Explorer is an integral part of the Chicken. This new plant form is much more stable and will never cra…#@&&^(C%…..Reboot.

Albert Einstein: Did the chicken really cross the road, or did the road move beneath the chicken?

Bill Clinton: I did not cross the road with THAT chicken. What is your definition of chicken?

Al Gore: I invented the chicken!

Colonel Sanders: Did I miss one?

Dick Cheney: Where’s my gun?

Al Sharpton: Why are all the chickens WHITE? We need some BLACK chickens.

Author Unknown

Does anybody know the psychology of why this ancient bit of humor continues to reinvent itself throughout the ages?

 Impotent Rage

As a consultant on behaviors I am frequently invited to visit schools and classrooms where manifested behaviors are interfering with learning. It may surprise you to discover that many times the precipitating factors of the disruptive behaviors do not have their ultimate source in the student.

There are the usual factors to consider:

• socioeconomic status
• parental impression of the school system
• if the student is male, the presence of a strong male role model is key
• appropriate academic difficulty is also a factor

However, one factor is often overlooked.

The temperament of the teacher.

Yesterday I encountered just such a scenario. I was invited to offer some insight into the behaviors of students in the classroom of a personable African American male teacher at a school with a predominantly African American population.

On paper it was a perfect match. A strong African American male of similar background as his students introduced into a school who was proactively addressing the need for teacher who understand the cultural relationships of the children and community of his school.

Unfortunately, the reality of the situation was not achieving the conceptualized ideal. I was called in because some of the students (one particular stand out in fact) were rebelling against the teacher and creating a large upsurge in discipline related office referrals.

What I discovered after a very short period of time was the expected interaction of two high choleric temperaments.

The teacher was so intoxicated with the effects of wielding the near limitless power a classroom teacher has over his students that he was destined to self destruct. I felt as if I were an archaeologist uncovering the evolution of a benevolent dictatorship to a reign of tyranny.

At this point, you may begin to dislike the teacher. Remember, if you will, it would be just as logical to detest anyone with an addiction. The choleric temperament is extremely vulnerable to the lures of power.

The problem was eloquently portrayed in the reaction of a student in the class who was equally predisposed to the choleric temperament as the teacher. The manifestation was the systematic deconstruction of the student. As a choleric with no power he did what any choleric would do in his position. He began to develop a loss of rationality.

This in an of itself is not a situation which could not have been addressed by the teacher had he been aware of the signs. Should you ever find yourself in a similar situation with a choleric these are the signs for that loss of rationality that you can address before disaster arrives.

• Level 1 - Displays of Anxiety:
  • pacing,
  • fidgeting,
  • keyed up,
  • irritability,
  • trouble concentrating,
  • tiring easily
• Level 2 - Displays of Defensiveness
  • denying responsibility
  • making excuses
  • disagreeing
  • projecting ill will
  • cross complaining
  • table turning
  • repetition of argument
  • whining
  • false smiles
  • crossed arms
  • body shifting
• Deteriorating Reason
  • strange behaviors
  • repetitive actions
  • appearance of fear
  • silliness/giddiness
  • secretive
  • suspicious behavior
  • paranoia
  • apathetic behavior

Have you seen these signs displayed in an oppressed choleric?

The most productive form of communication is a give and take exchange. However, there are times when it is necessary to issue directives to a large group and the power of a commanding voice is essential in these circumstances.

A properly delivered directive will be understood by everyone in the vicinity. Proper directives have a tone, cadence, and snap that bring about a willing, correct and immediate compliance.

The military has had a lot of practice in this areas and has developed the technique extensively. There system follows these general guidelines.

Voice Control.

The volume of the voice is adjusted to the number of persons present. Normally, the speaker would position himself as near as possible to the front and center of the group and speak facing the group so that his voice carries to reach everyone.

The voice must have carrying power, but excessive stress on the vocal chords is unnecessary and harmful. Typical indications of forcing the voice is an unconscious tightening of the neck in an attempt to force out sound. Resulting commands become garbled and unclear. Improvement comes through proper posture, breathing, and correct use of throat and mouth muscles. As well as an assumption of a presence of confidence.

The best position for issuing firm directives is standing erect with the heels together, knees together but not locked, stomach in, chest out, shoulders back, with the arms at the sides. Rather like the military position of attention. A slouched or relaxed posture will not be met with the same attentiveness.

The breath should originate in the diaphram, the throat, mouth and nose act as resonators and amplifiers to add timber and projection to the voice.

Distinction.Use the teeth, lips, and tongue to for separate sounds for each word and distinct syllable. Directives can be pronounced clearly without the loss of command effect. To make effective commands, enunciate clearly and make full use of the lips, tongue and lower jaw.

Practice giving directives slowly and distinctly. Then gradually increase rate of speed, maintaining the distinction of enunciation.
Inflection.Begin with a natural pitch of voice. Otherwise you’ll have no place to go when you wish to change inflection.

Directives such as “Let’s Begin” or “That is All” should be stated without inflection in the voice of normal conversation.

Cadence.

A uniform and rhythmic flow of words is necessary so that everyone in the group will be able to understand the directives and will know what to expect next.

This predictability creates a comfort level on the part of the listening group that is extremely valuable especially in situations of stress and confusion.

I recently did a training session with a men’s group. The topic of friendship came up. What follows is a list of what these men felt were the characteristics of a true friend.
1. Listen. Friends listen to each other.

2. Be positive. Friends build each other up.

3. Listen between the words. Friends read the emotion behind the words.

4. Brain storm. Friends offer suggestions to solve problems.

5. Say it. Friends acknowledge each others strong points.

6. Fight fair. When friends disagree they don’t get insulting.

7. Be there. Friends are dependable.

8. Respect. Friends demonstrate respect for each others views.

9. Honesty. Friends are truthful.

10. Accept. Friends give each other space to change.