MODULE :- 6

Stress can be defined as any type of change that causes physical, emotional,
or psychological strain. Stress is your body's response to anything that
requires attention or action. 

Everyone experiences stress to some degree. The way you respond to

stress, however, makes a big difference to your overall well-being.

Sometimes, the best way to manage your stress involves changing your
situation. At other times, the best strategy involves changing the way you
respond to the situation.

Developing a clear understanding of how stress impacts your physical and

mental health is important. It's also important to recognize how your mental
and physical health affects your stress level.

Stress can be short-term or long-term. Both can lead to a variety of

symptoms, but chronic stress can take a serious toll on the body over time
and have long-lasting health effects.

Some common signs of stress include:1

 Changes in mood
 Clammy or sweaty palms
 Decreased sex drive
 Diarrhea
 Difficulty sleeping
 Digestive problems
 Dizziness
 Feeling anxious
 Frequent sickness
 Grinding teeth
 Headaches
 Low energy
 Muscle tension, especially in the neck and shoulders
 Physical aches and pains
 Racing heartbeat
 Trembling

Stress is not always easy to recognize, but there are some ways to identify some
signs that you might be experiencing too much pressure. Sometimes stress can
come from an obvious source, but sometimes even small daily stresses from work,
school, family, and friends can take a toll on your mind and body.

 Psychological signs such as difficulty concentrating, worrying,

anxiety, and trouble remembering
 Emotional signs such as being angry, irritated, moody, or frustrated
 Physical signs such as high blood pressure, changes in weight,
frequent colds or infections,
 Behavioral signs such as poor self-care, not having time for the
things you enjoy, or relying on drugs and alcohol to cope

Types of Stress
Not all types of stress are harmful or even negative. Some of the different
types of stress that you might experience include:

 Acute stress: Acute stress is a very short-term type of stress that

can either be positive or more distressing; this is the type of stress we
most often encounter in day-to-day life.
 Chronic stress: Chronic stress is stress that seems never-ending and
inescapable, like the stress of a bad marriage or an extremely taxing
job; chronic stress can also stem from traumatic experiences and
childhood trauma.
 Episodic acute stress: Episodic acute stress is acute stress that
seems to run rampant and be a way of life, creating a life of ongoing
distress.
 : Eustress is fun and exciting. It's known as a positive type of stress
that can keep you energized. It's associated with surges of adrenaline,
such as when you are skiing or racing to meet a deadline. 

Treatment
Stress is not a distinct medical diagnosis and there is no single, specific
treatment for it. Treatment for stress focuses on changing the situation,
developing stress coping skills, implementing relaxation techniques, and
treating symptoms or conditions that may have been caused by chronic
stress.

Some interventions that may be helpful include therapy, medication, and

complementary and alternative medicine (CAM).
Psychotherapy
Some forms of therapy that may be particularly helpful in addressing
symptoms of stress including cognitive behavioral therapy
(CBT) and mindfulness-based stress reduction (MBSR). CBT focuses on
helping people identify and change negative thinking patterns, while MBSR
utilizes meditation and mindfulness to help reduce stress levels.
Medication
Medication may sometimes be prescribed to address some specific
symptoms that are related to stress. Such medications may include sleep
aids, antacids, antidepressants, and anti-anxiety medications.

Complementary and Alternative Medicine

Some complementary approaches that may also be helpful for reducing
stress include acupuncture, aromatherapy, massage, yoga, and meditation

Coping
Although stress is inevitable, it can be manageable. When you understand
the toll it takes on you and the steps to combat stress, you can take charge
of your health and reduce the impact stress has on your life.

 Learn to recognize the signs of burnout. High levels of stress may place

you at a high risk of burnout. Burnout can leave you feeling exhausted and
apathetic about your job.6 When you start to feel symptoms of emotional
exhaustion, it's a sign that you need to find a way to get a handle on your
stress.
 Try to get regular exercise. Physical activity has a big impact on your
brain and your body. Whether you enjoy Tai Chi or you want to begin
jogging, exercise reduces stress and improves many symptoms associated
with mental illness.7
 Take care of yourself. Incorporating regular self-care activities into your
daily life is essential to stress management. Learn how to take care of your
mind, body, and spirit and discover how to equip yourself to live your best
life.8
 Practice mindfulness in your life. Mindfulness isn't just something you
practice for 10 minutes each day. It can also be a way of life. Discover how
to live more mindfully throughout your day so you can become more awake
and conscious throughout your life.

Fight Or Flight Response
The fight or flight response is an automatic physiological reaction to an
event that is perceived as stressful or frightening. The perception of
threat activates the sympathetic nervous system and triggers an acute
stress response that prepares the body to fight or flee. These
responses are evolutionary adaptations to increase chances of
survival in threatening situations. Overly frequent, intense, or
inappropriate activation of the fight or flight response is implicated in a
range of clinical conditions including most anxiety disorders. A helpful
part of treatment for anxiety is an improved understanding of the
purpose and function of the fight or flight response. This client
information sheet describes the bodily consequences of the fight or
flight response.
Physiological responses

The fight or flight reaction is associated with activation of the sympathetic

nervous system. The chain reaction brought about by the fight or flight
response can result in the following physical effects:

Body System Physiological effect Consequence

Increase in blood flow
Increased heart rate
Increased availability of
Heart Dilation of coronary blood
oxygen and energy to the
vessels
heart
Increased availability of
Dilation of blood vessels
oxygen to skeletal
serving muscles
Circulation muscles
Constriction of blood
Blood shunted to skeletal
vessels serving digestion
muscles and brain
Dilation of bronchi Increased availability of
Lungs
Increased respiration rate oxygen in blood
Liver Increased conversion of Increased availability of
glycogen to glucose glucose in skeletal
 muscle and brain cells
Increased blood flow to
Skin becomes pale or muscles and away from
Skin flushed as blood flow is non-essential parts of the
reduced body such as the
periphery
Allows in more light so
that visual acuity is
Eyes Dilation of the pupils
improved to scan nearby
surroundings
 

Psychological responses

In addition to physiological reactions there is also a psychological component

to fight or flight response. Automatic reactions include a quickening of thought
and an attentional focus on salient targets such as the source of the threat
and potential avenues for escape. Secondary psychological responses can
include appraisals about the meaning of the body reactions. For example,
patients with panic disorder often misinterpret fight or flight responses as
signs of impending catastrophe (“I’m having a heart attack”, “If this carries on
I’ll go mad”).

History of the fight or flight response

The fight or flight response was originally described by American physiologist

Walter Bradford Cannon in the book Bodily changes in pain, hunger, fear and
rage (1915). He noted that when animals were threatened, by exposure to a
predator for example, their bodies released the hormone adrenaline /
epinephrine which would lead to a series of bodily changes including
increased heart rate and respiration. The consequences of these changes are
increases in the flow of oxygen and energy to the muscles. Canon’s
interpretation of this data was that there were emergency functions of these
changes. He noted that they happened automatically and they served the
function of helping the animal to survive threatening situations by readying the
body for fighting or running.

A more modern understanding of the fight or flight response is reflected in the

work of Schauer & Elbert (2010). Their more elaborated model of
physiological / psychological / behavioral responses to threat is termed the
‘defense cascade’. They describe a series of stages which individuals
exposed to threat or trauma may go through, including: freeze, flight, fight,
fright, flag, and faint.

Why the fight or flight response is important

The physiological responses associated with fight or flight can play a critical
role in surviving truly threatening situations. However, many patients suffering
from anxiety disorders or other conditions may have threat systems which
have become over-active, or which are insufficiently counterbalanced by
activity in the parasympathetic nervous system.

Practically, many patients who suffer from anxiety will benefit from a deeper
understanding of the fight or flight response. For example, patients with panic
attacks or panic disorder often misinterpret the bodily signs associated with
fight or flight as signs of impending catastrophe and understanding the fight or
flight response is therefore a helpful ‘decatastrophizing’ technique. Similarly,
patients with post-traumatic stress disorder (PTSD) may mistake the
increased physiological arousal as an indicator that there is a genuine threat
present: understanding more about the fight or flight response can help them
to feel safer, and to implement relaxation and grounding strategies.

Building your resilience

What is resilience?
Life may not come with a map, but everyone will experience twists and turns,
from everyday challenges to traumatic events with more lasting impact, like
the death of a loved one, a life-altering accident, or a serious illness. Each
change affects people differently, bringing a unique flood of thoughts, strong
emotions and uncertainty. Yet people generally adapt well over time to life-
changing situations and stressful situations—in part thanks to resilience.
Psychologists define resilience as the process of adapting well in the face of
adversity, trauma, tragedy, threats, or significant sources of stress—such as
family and relationship problems, serious health problems, or workplace and
financial stressors. As much as resilience involves “bouncing back” from these
difficult experiences, it can also involve profound personal growth.
While these adverse events, much like rough river waters, are certainly painful
and difficult, they don’t have to determine the outcome of your life. There are
many aspects of your life you can control, modify, and grow with. That’s the
role of resilience. Becoming more resilient not only helps you get through
difficult circumstances, it also empowers you to grow and even improve your
life along the way.
What resilience isn’t
Being resilient doesn’t mean that a person won’t experience difficulty or
distress. People who have suffered major adversity or trauma in their lives
commonly experience emotional pain and stress. In fact, the road to resilience
is likely to involve considerable emotional distress.
While certain factors might make some individuals more resilient than others,
resilience isn’t necessarily a personality trait that only some people possess.
On the contrary, resilience involves behaviors, thoughts, and actions that
anyone can learn and develop. The ability to learn resilience is one reason
research has shown that resilience is ordinary, not extraordinary. One
example is the response of many Americans to the September 11, 2001
terrorist attacks and individuals’ efforts to rebuild their lives after tragedy.
Like building a muscle, increasing your resilience takes time and intentionality.
Focusing on four core components—connection, wellness, healthy thinking,
and meaning—can empower you to withstand and learn from difficult and
traumatic experiences. To increase your capacity for resilience to weather—
and grow from—the difficulties, use these strategies.
Build your connections
Prioritize relationships. Connecting with empathetic and understanding
people can remind you that you’re not alone in the midst of difficulties. Focus
on finding trustworthy and compassionate individuals who validate your
feelings, which will support the skill of resilience.
The pain of traumatic events can lead some people to isolate themselves, but
it’s important to accept help and support from those who care about you.
Whether you go on a weekly date night with your spouse or plan a lunch out
with a friend, try to prioritize genuinely connecting with people who care about
you.
Join a group. Along with one-on-one relationships, some people find that
being active in civic groups, faith-based communities, or other local
organizations provides social support and can help you reclaim hope.
Research groups in your area that could offer you support and a sense of
purpose or joy when you need it.
Foster wellness
Take care of your body. Self-care may be a popular buzzword, but it’s also a
legitimate practice for mental health and building resilience. That’s because
stress is just as much physical as it is emotional. Promoting positive lifestyle
factors like proper nutrition, ample sleep, hydration, and regular exercise can
strengthen your body to adapt to stress and reduce the toll of emotions like
anxiety or depression.
Practice mindfulness. Mindful journaling, yoga, and other spiritual practices
like prayer or meditation can also help people build connections and restore
hope, which can prime them to deal with situations that require resilience.
When you journal, meditate, or pray, ruminate on positive aspects of your life
and recall the things you’re grateful for, even during personal trials.
Avoid negative outlets. It may be tempting to mask your pain with alcohol,
drugs, or other substances, but that’s like putting a bandage on a deep
wound. Focus instead on giving your body resources to manage stress, rather
than seeking to eliminate the feeling of stress altogether.
Find purpose
Help others. Whether you volunteer with a local homeless shelter or simply
support a friend in their own time of need, you can garner a sense of purpose,
foster self-worth, connect with other people, and tangibly help others, all of
which can empower you to grow in resilience.
Be proactive. It’s helpful to acknowledge and accept your emotions during
hard times, but it’s also important to help you foster self-discovery by asking
yourself, “What can I do about a problem in my life?” If the problems seem too
big to tackle, break them down into manageable pieces.
For example, if you got laid off at work, you may not be able to convince your
boss it was a mistake to let you go. But you can spend an hour each day
developing your top strengths or working on your resume. Taking initiative will
remind you that you can muster motivation and purpose even during stressful
periods of your life, increasing the likelihood that you’ll rise up during painful
times again.
Move toward your goals. Develop some realistic goals and do something
regularly—even if it seems like a small accomplishment—that enables you to
move toward the things you want to accomplish. Instead of focusing on tasks
that seem unachievable, ask yourself, “What’s one thing I know I can
accomplish today that helps me move in the direction I want to go?” For
example, if you’re struggling with the loss of a loved one and you want to
move forward, you could join a grief support group in your area.
Look for opportunities for self-discovery. People often find that they have
grown in some respect as a result of a struggle. For example, after a tragedy
or hardship, people have reported better relationships and a greater sense of
strength, even while feeling vulnerable. That can increase their sense of self-
worth and heighten their appreciation for life.
Embrace healthy thoughts
Keep things in perspective. How you think can play a significant part in how
you feel—and how resilient you are when faced with obstacles. Try to identify
areas of irrational thinking, such as a tendency to catastrophize difficulties or
assume the world is out to get you, and adopt a more balanced and realistic
thinking pattern. For instance, if you feel overwhelmed by a challenge, remind
yourself that what happened to you isn’t an indicator of how your future will
go, and that you’re not helpless. You may not be able to change a highly
stressful event, but you can change how you interpret and respond to it.
Accept change. Accept that change is a part of life. Certain goals or ideals
may no longer be attainable as a result of adverse situations in your life.
Accepting circumstances that cannot be changed can help you focus on
circumstances that you can alter.
Maintain a hopeful outlook. It’s hard to be positive when life isn’t going your
way. An optimistic outlook empowers you to expect that good things will
happen to you. Try visualizing what you want, rather than worrying about what
you fear. Along the way, note any subtle ways in which you start to feel better
as you deal with difficult situations.
Learn from your past. By looking back at who or what was helpful in
previous times of distress, you may discover how you can respond effectively
to new difficult situations. Remind yourself of where you’ve been able to find
strength and ask yourself what you’ve learned from those experiences.
Seeking help
Getting help when you need it is crucial in building your resilience.
For many people, using their own resources and the kinds of strategies listed
above may be enough for building their resilience. But at times, an individual
might get stuck or have difficulty making progress on the road to resilience.
A licensed mental health professional such as a psychologist can assist
people in developing an appropriate strategy for moving forward. It is
important to get professional help if you feel like you are unable to function as
well as you would like or perform basic activities of daily living as a result of a
traumatic or other stressful life experience. Keep in mind that different people
tend to be comfortable with different styles of interaction. To get the most out
of your therapeutic relationship, you should feel at ease with a mental health
professional or in a support group.
The important thing is to remember you’re not alone on the journey. While you
may not be able to control all of your circumstances, you can grow by focusing
on the aspects of life’s challenges you can manage with the support of loved
ones and trusted professionals.

MODULE 3

Creativity: What Is It?

Creativity happens when someone comes up with a creative idea. An example would be
a creative solution to a difficult problem. But what makes an idea or solution creative?
Creativity is the ability to generate, create, or discover new ideas, solutions, and
possibilities. Very creative people often have intense knowledge about something, work
on it for years, look at novel solutions, seek out the advice and help of other experts,
and take risks. Although creativity is often associated with the arts, it is actually a vital
form of intelligence that drives people in many disciplines to discover something new.
Creativity can be found in every area of life, from the way you decorate your residence
to a new way of understanding how a cell works.

Although psychologists have offered several definitions of creativity (Plucker, Beghetto,

& Dow, 2004; Runco & Jaeger, 2012), probably the best definition is the one recently
adapted from the three criteria that the U.S. Patent Office uses to decide whether an
invention can receive patent protection (Simonton, 2012).

The first criterion is originality. The idea must have a low probability. Indeed, it often
should be unique. Albert Einstein’s special theory of relativity certainly satisfied this
criterion. No other scientist came up with the idea.
The second criterion is usefulness. The idea should be valuable or work. For example, a
solution must, in fact, solve the problem. An original recipe that produces a dish that
tastes too terrible to eat cannot be creative. In the case of Einstein’s theory, his relativity
principle provided explanations for what otherwise would be inexplicable empirical
results.
he third and last criterion is surprise. The idea should be surprising, or at least
nonobvious (to use the term used by the Patent Office). For instance, a solution that is a
straightforward derivation from acquired expertise cannot be considered surprising even
if it were original. Einstein’s relativity theory was not a step-by-step deduction from
classical physics but rather the theory was built upon a new foundation that challenged
the very basis of traditional physics.When applying these three criteria, it is critical to
recognize that originality, usefulness, and surprise are all quantitative rather than
qualitative attributes of an idea. Specifically, we really have to speak of degree to which
an idea satisfies each of the three criteria. In addition, the three attributes should have a
zero point, that is, it should be possible to speak of an idea lacking any originality,
usefulness, or surprise whatsoever. Finally, we have to assume that if an idea scores
zero on any one criterion then it must have zero creativity as well. For example,
someone who reinvents the wheel is definitely producing a useful idea, but the idea has
zero originality and hence no creativity whatsoever. Similarly, someone who invented a
parachute made entirely out of steel reinforced concrete would get lots of credit for
originality—and surprise!—but none for usefulness.

CREATIVITY: Definition
Creativity is derived from the word ‘creo’ meaning – ‘to create’ or ‘to make’.
Spearman (1931)
“Creativity is the power of human mind to create new contents by transforming relations
and generating new correlates”.

Drevdahl (1956):
“Creativity is the capacity of a person to produce compositions, products or ideas which
are essentially new or novel and previously unknown to the producer”.

Guilford (1959):

“Creativity is the capacity to produce ideas that are both new and useful through
divergent thinking”.

Convergent thinking is a term coined by Joy Paul Guilford as the opposite of divergent thinking. It
generally means the ability to give the "correct" answer to standard questions that do not require
significant creativity, for instance in most tasks in school and on standardized multiple-choice tests
for intelligence
Convergent thinking is the process of finding a single best solution to a problem that you are
trying to solve. Many tests that are used in schools, such as multiple choice tests, spelling tests,
math quizzes, and standardized tests, are measures of convergent thinking. Traditional
intelligence tests, such as the Stanford-Binet, also measure convergent tests

Divergent thinking is a thought process or method used to generate creative ideas by

exploring many possible solutions. It is often used in conjunction with
its cognitive colleague, convergent thinking, which follows a particular set of logical steps to
arrive at one solution, which in some cases is a ‘correct’ solution. By contrast, divergent
thinking typically occurs in a spontaneous, free-flowing, ‘

By contrast, divergent thinking typically occurs in a spontaneous, free-flowing, ‘non-linear’

manner, such that many ideas are generated in an emergent cognitive fashion. Many
possible solutions are explored in a short amount of time, and unexpected connections are
drawn. After the process of divergent thinking has been completed, ideas and information
are organized and structured using convergent thinking.’

Differences Between Convergent and Divergent

Thinking
How does convergent thinking differ from divergent thinking? Divergent thinking is the process
of creating many unique solutions in order to solve a problem. The problem of convergent
thinking is systematic and logical, unlike divergent thinking, which is spontaneous and free-
flowing. When using convergent thinking, we apply logical steps in order to determine what is
the single best solution.
Whenever we use divergent thinking, we search for options instead of just choosing among
predetermined options. Convergent thinking relies heavily on logic and less on creativity, while
divergent thinking emphasizes creativity. Divergent thinking works best in problems that are
open-ended and allow for creativity.
Convergent thinking works best in situations where a single best correct answer exists and it is
possible to discover the answer through analyzing available stored information. For example, if
someone asked you what 2 + 2 is, you know there is only one solution that works and that you
can use your understanding of addition and numbers to find the best answer, which is 4.
‘Lateral thinking is solving problems through an indirect and creative approach,
using reasoning that is not immediately obvious and involving ideas that may not be
obtainable by using only traditional step-by-step logic.[1]

To understand lateral thinking, it is necessary to compare lateral thinking and critical

thinking. Critical thinking is primarily concerned with judging the truth value of statements
and seeking errors. Lateral thinking is more concerned with the “movement value” of
statements and ideas. A person uses lateral thinking to move from one known idea to
creating new ideas.’

The ICEDIP model

Learning and Thinking Skills looks at a range of different ways of assessing students’
creative development, and engaging students in that process, including Geoff Petty’s
model of creativity

In this issue, we will look again at Geoff Petty’s model of creativity and explore how it
might be used to help students reflect on and evaluate their strengths and weaknesses
as creative thinkers. The term ‘creative’ is used here in the widest possible sense, to
include the creative arts, but also invention, design, problem solving, writing,
entrepreneurial initiatives and so on.
Future bulletins will look at a range of other approaches to assessing creativity.

Geoff Petty’s ICEDIP model of the creative process outlines six key working phases:
inspiration, clarification, distillation, perspiration, evaluation and incubation. During a
particular piece of creative work, each phase should be experienced many times. They
will not be visited in any particular order, and you may visit a stage for hours or for just a
few seconds. Petty refers to each stage as having its own ‘mindset’ and believes that
creativity can be increased by making sure that you use the most appropriate mindset at
a given time. The model recognises, therefore, the importance of thinking dispositions in
the creative process.

The ICEDIP phases

Inspiration: In which you generate a large number of
ideas.
This is the research or idea-generation phase. The process is uninhibited and
characterized by spontaneity, experimentation, intuition and risk-taking.

Many people wonder where creative people find their good ideas. The answer is, in
amongst a huge pile of bad ones. Creativity is like mining for diamonds, most of what
you dig is thrown away, but that doesn’t make the digging a waste of time. If you ‘can’t
think of anything’ you are having difficulty with this inspiration phase, perhaps because
you are too self-critical or expect good ideas to come too quickly.

In the field of the creative arts the inspiration phase is often associated with a search for
an individual voice, and with an attempt to conjure up deep feelings of (for example)
empathy, spirituality, or an intense identification with the subject matter.

This is not a phase in which to be negative or worried about form, practicality, rhyme or
quality. For reasons to be examined later you should be rejecting at least 90% of your
initial ideas. Let yourself off the leash! If most of the ideas you create are workable, then
you didn’t take enough risks.

Clarification: In which you focus on your goals.

Key questions are:
What am I trying to achieve here? What am I trying to say? What exactly is the problem
I am trying to solve?

What would I like the finished work to be like?

And in more open-ended work:
How could I exploit the ideas I have had?
Where could this idea take me – what could I make of it?

The aim here is to clarify the purpose or objective of the work. It is easy to lose your
sense of direction while dealing with detailed difficulties in creative work. So you need
occasionally to disengage from these obstacles and ask: ‘What exactly am I trying to
do?’ If you ‘get stuck’ in the middle of a project then, rather than dreaming up a stream
of alternatives, you need to clarify exactly where you want to go. How to get there is
then often straightforward, or even blindingly obvious.

Clarification gets you out of the mire, but it is also required when, say, an artist or
designer agonises between two or more equally attractive approaches. Such decisions
require a clear sense of purpose.

If you feel lost, stuck, bogged down, confused or uncertain about how to proceed, then
clarification is what you need. In this clarification phase you have your eye on the ball,
you are being strategic and logical, focusing on how the finished work will look.

Distillation: In which you look through the ideas you

have generated and try to determine which ones to
work on.
Here ideas from the inspiration phase are sifted through and evaluated usually in the
light of the findings of a clarification phase. The best ideas are chosen for further
development, or are combined into even better ideas.

This is a self-critical phase. It requires cool analysis and judgment rather than slap-
happy spontaneity. However, it should not be so critical as to inhibit productivity entirely.
Remember, the ideas you have had are only ideas, not complete solutions – you must
not expect too much of them. It is where the ideas can take you that counts, not the
ideas themselves.

Perspiration: In which you work determinedly on your

best ideas.
This is where the real work is done. You are involved in determined and persistent effort
towards your goal; this will usually involve
further inspiration, distillation and clarification phases.
Evaluation: This is a review phase in which you look
back over your work in progress.
In the evaluation phase you examine your work for strengths and weaknesses. Then
you need to consider how the work could be improved, by removing weaknesses but
also by capitalising on its strengths. Then there will probably need to be
another perspiration phase to respond positively to the suggestions for
improvement. Perspiration and evaluation phases often alternate to form a cycle. Hardly
anyone gets things perfect first time. Creative people adapt to improve.

Many people dislike the evaluation phase at first. However, highly creative people are
nearly always inveterate revisers. They tinker with work that would make others gape in
delight. Actually this evaluation phase can be very rewarding, and no work of real merit
will be produced without it.

Incubation: In which you leave the work alone, though

you still ponder about it occasionally, leaving it ‘on the
surface of your mind’.
Many brilliant ideas have occurred in the bath or in traffic jams. If you are able to stop
work on a project for a few days, perhaps to work on other things, this will give your
subconscious time to work on any problems encountered. It will also distance you
somewhat from your ideas so that you are better able to evaluate them.

See the Talking about creative thinking activity for ways of helping students explore
the benefits of ‘incubation’.

Incubation is particularly useful after an inspiration or a perspiration phase, or if a

problem has been encountered. Creative people are often surprisingly patient and
untidy, and are content to let half-baked ideas, loose ends and inconsistencies brew
away in their sub-conscious until ‘something turns up’.

Those are the six phases of the creative process. In contrast to this complex, multi-
phased process, many students, though they may have the skills necessary for original
work, will tend to latch on to the very first idea that comes to them, and complete the
work quickly and uncritically, without revision, and without serious thought about what
they were trying to achieve.

The first letters of these six phases can be arranged to spell ‘ICEDIP’ which may help
you to remember them. Remember, though, that each of these ‘ICEDIP’ phases should
be encountered many times, sometimes for very short periods, and not necessarily in
any particular sequence. The important thing is to adopt the right phase at the right
time. For example, no amount of distillation can help you if you need clarification. Many
creative blocks are due to the determined adoption of an inappropriate phase. So, if
stuck… try switching phases!

MODULE 2
From organizing your movie collection to deciding to buy a house, problem-
solving makes up a large part of daily life. Problems can range from small
(solving a single math equation on your homework assignment) to very
large (planning your future career).

In cognitive psychology , the term problem-solving refers to the mental

process that people go through to discover, analyze, and solve problems. 1
The steps in the problem process include:

 The discovery of the problem

 The decision to tackle the issue
 Understanding the problem
 Researching the available options
 Taking actions to achieve your goals

Before problem-solving can occur, it is important to first understand the

exact nature of the problem itself. If your understanding of the issue is
faulty, your attempts to resolve it will also be incorrect or flawed.

Problem-Solving Mental Processes

There are a number of mental processes at work during problem-solving.

These include:

 Perceptually recognizing a problem

 Representing the problem in memory
 Considering relevant information that applies to the current problem
 Identify different aspects of the problem
 Labeling and describing the problem

Problem-Solving Strategies
There are a number of different ways that people go about solving a
problem. Some of these strategies might be used on their own, but people
may also employ a range of approaches to figuring out and fixing a problem.
Algorithms
An algorithm is a step-by-step procedure that will always produce the
correct solution. A mathematical formula is a good example of a problem-
solving algorithm.
While an algorithm guarantees an accurate answer, it is not always the best
approach to problem-solving.

This strategy is not practical for many situations because it can be so time-
consuming. For example, if you were trying to figure out all of the possible
number combinations to a lock using an algorithm, it would take a very long
time.

Heuristics
A heuristic  is a mental rule-of-thumb strategy that may or may not work in
certain situations. Unlike algorithms, heuristics do not always guarantee a
correct solution.
However, using this problem-solving strategy does allow people to simplify
complex problems and reduce the total number of possible solutions to a
more manageable set.2
Trial and Error
A trial-and-error approach to problem-solving involves trying a number of
different solutions and ruling out those that do not work. This approach can
be a good option if you have a very limited number of options available.

If there are many different choices, you are better off narrowing down the
possible options using another problem-solving technique before attempting
trial-and-error.
Insight

In some cases, the solution to a problem can appear as a sudden insight.

This can occur because you realize that the problem is actually similar to
something that you have dealt with in the past. However, the underlying
mental processes that lead to insight happen outside of awareness.

Obstacles in Problem-Solving
Of course, problem-solving is not a flawless process. There are a number of
different obstacles that can interfere with our ability to solve a problem
quickly and efficiently. Researchers have described a number of these
mental obstacles, which include functional fixedness, irrelevant information,
and assumptions.

 Assumptions: When dealing with a problem, people often make

assumptions about the constraints and obstacles that prevent certain
solutions.
 Functional fixedness: This term refers to the tendency to view problems
only in their customary manner.3

Functional fixedness prevents people from fully seeing all of the different
options that might be available to find a solution.

 Irrelevant or misleading information: When you are trying to solve a

problem, it is important to distinguish between information that is relevant to
the issue and irrelevant data that can lead to faulty solutions. When a
problem is very complex, the easier it is to focus on misleading or irrelevant
information.
 : A mental set is the tendency people have to only use solutions that have
worked in the past rather than looking for alternative ideas. 4 A mental set can
often work as a heuristic, making it a useful problem-solving tool. However,
mental sets can also lead to inflexibility, making it more difficult to find
effective solutions.

What is the Six Thinking Hats technique by Edward De

Bono?
The Six Thinking Hats is a role-playing model developed by Edward de Bono  in
1986. Each hat represents a different lens or perspective on a particular issue
and is an insightful activity that prevents narrow thinking. 

It serves as a team-based problem solving and brainstorming technique that

can be used to explore problems through various perspectives in order to
uncover options that might otherwise be overlooked. 

The basic premise behind the Six Thinking Hats is that most people think and
reason in a specific way based on their personality type.  This means that a more
emotional person may generate ideas differently than a more analytical person,
and vice-versa. Similarly a pessimist will approach a situation very differently than
an optimist.

An example of the benefit of running the thinking hats techniques is therefore to

encourage different perspectives to be shared, seen and discussed as part of the
decision making process.
The six types of “Thinking Hats” are:

 White Hat: Similar to the calm and pure emotions associated with the colour
white, this type of thinking focuses on analytical, objective thinking, with an
emphasis on facts and feasibility.
 Red Hat: We often associate the colour red with anger and heat and hence
this represents emotional thinking, subjective feelings, perception, and
opinion.
 Black Hat: The colour black has been stereotypically linked with doom and
gloom and so this forms a type of thinking that is critical, skeptical, focused
on risks, and identifying problems.
 Yellow Hat: Often symbolising sunshine and happiness, the yellow hat is
about thinking optimistic, speculative, best-case scenarios.
 Blue Hat: Blue being the colour of the sky and high above creates a sense of
structured thinking, high-level overview of the situation, the big picture.
 Green Hat: Associated with the colour of trees and nature, the green hat is
about creative, associative thinking, new ideas, brainstorming, out-of-the-
box.

 Six Thinking Hats is a powerful technique for decision making that includes
different points of view.
 The process and methodology allows emotion and skepticism to be brought
into what might normally be a purely rational process, and it opens up the
opportunity for creativity within decision making.
 Decisions made using the Six Thinking Hats technique can be more resilient
and based on a holistic perspective, allowing you to avoid pitfalls and gaps
before you have committed to a decision.

Use the Six Thinking Hats model to help with:

 Running better and more structured meetings especially if there tends to

only be a single view at every meeting.
 Making better decisions by having a more holistic and wide ranging view of
the problem. 
 Approaching problems from various angles of facts, emotions and creativity.
 Inspiring idea generation as an ice-breaker activity by having different people
play different roles.
  More collaboration during brainstorming and decision making with assigned
roles including facilitator responsibilities.

Six Thinking Hats Template Example

Imagine if you are facilitating a meeting to introduce a new product or service to the
market. In doing so, you might ask people to wear different hats, or to navigate between
the hats around this goal.

White Hat
“What are the facts that we know?”

 – Our survey last month indicated a 5% preference of the green product by women
aged 25 – 45.

– Return rates from sales has fallen by over 50% since the introduction of the new
delivery packaging.

– There are new delivery routes available via Company Logistics.

Yellow Hat
“Why should we be optimistic?”

 – The new product could increase our revenue diversification stream and increase our
family of products.

– We can start receiving better feedback and testimonials from our customers.

– The impact from damage from delivery will meet our service standards.

Red Hat
“What are your gut reactions?”

– The green colour inspires a sustainable look and is very appealing. This is even a
great shade.

– The impact on the reduced return rates could mean additional resources.

– How do the new delivery routes impact our delivery times? I would certainly be
interested in learning more about it.

Green Hat
 “How can we create opportunities?”

– A green range could be expanded to a different colour range set or be symbolic.

– Creating multiple channels will allow us to establish new partnerships and partners.

– Speeding up quality and reliability of delivery could allow us to bundle exisiting

products.

Black Hat
“What risks should we keep in mind?”

– Is a 5% preference sufficient for us to make a single colour product? What happens if

preferences change.

– What is the cost of maintaining the packaging quality and sustainability?

– The new delivery routes may not have been proven as reliable yet or may increase
our costs.

Blue Hat
“What systems or processes will be needed?”

 – Let’s go around the room and discuss the colour options based.

– How has the reduced return rates impacted our warehousing department?

– Would there be any other changes to our workflow with a new delivery partner and will
it change our logistics technology?