第八章 坚守同理:对抗自我批判的策略
CHAPTER 8 Committing to Compassion: Working with Self-Criticism Hopefully by now, much of the foundation for self-compassion will have been laid, with self-blame softening as clients recognize that many of their struggles were caused and shaped by unchosen factors, and as they get a taste of what it’s like to curiously observe their thoughts and emotions without judging them. From this point forward, we focus our attention solidly on helping clients cultivate compassion for themselves and for others, and applying that compassion in working with their difficulties.
For many clients, the idea of self-compassion can be very foreign—they may be able to connect with compassion for others, but have little ability or willingness to direct it toward themselves. Their internal self-critic may be a constant companion, and may have become the primary way they attempt to motivate themselves in life. Such clients can have great reluctance around disempower- ing their self-critic and directing compassion toward themselves. Some may fear that if this harsh but familiar voice is silenced, they will lose the ability to motivate themselves at all—perhaps bring- ing about the life outcomes they most dread. They may also feel that they deserve this shame and self-criticism, seeing self-compassion as indulgent or inappropriate.
In the face of such resistance, we may be tempted to convince our clients of the merits of self- compassion by telling them how it is better than self-criticism. While trying to sell clients on the virtues of self-compassion might be helpful, in my experience, this can sometimes paradoxically set them up to defend the self-critic. Instead, we can facilitate exploration on the part of clients, using Socratic dialogue and thought exercises to help them recognize compassion as a powerful way to motivate themselves—in a way that doesn’t have the negative side effects of shame and self- criticism. Rather than argue whether or not they deserve criticism or compassion, we want to assist them in exploring what would be helpful as they work with their suffering, tackle the difficult aspects of their lives, and pursue their goals, dreams, and values.
SOCRATIC DIALOGUE
When we have clients who are reluctant to let go of self-criticism, it can be useful to explore their
thinking around the function served by the criticism. We can use a rather standard “CFT move” in
doing this, which involves asking the client a variant of “What would be the risk if you
did ? What are you afraid might happen if you did this?” Let’s consider how we might
use this strategy with someone having an extensive history of self-critical thinking:
Therapist: Jenny, we’ve been working on developing compassion. A big part of this is
learning to relate warmly to ourselves when we observe ourselves struggling.
This can be a big shift if we’re used to criticizing and attacking ourselves.
Some of us say harsh, critical things to ourselves that we’d never imagine
saying to others.
Jenny:
I’m like that. For years, I’ve constantly run myself down. It’s so ridiculous.
Everyone else can manage to do the things they need to without freaking out
all of the time. What’s wrong with me?
Therapist: So your internal self-critic speaks up loudly and often, running you down when
you’re having a hard time? Has it always been like this?
Jenny:
For a long time, it has. It’s like it’s always there. Since I was a kid, anyway.
Therapist: So your self-critic feels very familiar—she’s been around for a very long time.
We’re going to work with self-critical thoughts in the way that we’ve worked
with the anxious ones—by noticing and paying a little less attention to that
self-critical voice, and developing an encouraging, self-compassionate voice.
How does that sound?
Jenny:
(Looks a bit skeptical.) I don’t know about that.
Therapist: (gently smiling) You don’t know about that?
Jenny:
It just doesn’t seem realistic, you know.
Therapist: It sounds like there’s some reluctance there—let’s explore that. Let’s imagine
that you were able to stop listening to the voice of that internal self-critic, or that
she were just to give up and go away. Would you be reluctant to give that
self-criticism up?
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Jenny:
(Pauses, thinking.) I think I might. I think it would be hard to give it up.
Therapist: What would be the risk if you did give it up? What would you be worried
might happen?
Jenny:
Sometimes I think it’s like, if I run myself down first, I’m making it so other
people can’t hurt me. If I say those things to me first, when they say it, it won’t
hurt as much.
Therapist: Whereas if you allowed yourself to relax and feel safe and comfortable with
yourself…
Jenny:
Then they could hurt me. Like when I was in school. I moved there, looking
forward to meeting people, and they just came at me from out of the blue.
Now, if someone were to say terrible things about me, it would be like, Of course.
What else you got? I already know that.
Therapist: That makes a lot of sense to me. It hurt so much when that happened. You want
to make sure you don’t get blindsided again.
Jenny:
Yeah.
Therapist: Are there any other reasons you might be reluctant to stop listening to the
voice of that internal self-critic? Any other things you fear might happen if
you were to stop running yourself down?
Jenny:
I’m afraid I wouldn’t do anything. It’s really hard, but I manage to go to class
and do the stuff I have to do, because I don’t want to be even more pathetic. I
guess I’m afraid that if I didn’t have that self-critic, I’d just hide out in my
room and not do anything. It’s like this group project I told you about in my
communications class. When the teacher first split us into groups, I thought
about just sneaking out of the room—like I was going to the bathroom—and
then not come back.
Therapist: And your internal self-critic kept that from happening?
Jenny:
Yeah. I just thought, Jenny, stop being so stupid. You’re going to look like an idiot if you do this.
Don’t be a loser. So I stayed. I hated it, but I stayed.
Therapist: So you use self-criticism as a way to motivate yourself, and you’re afraid you
wouldn’t do anything if that critical voice were quieted?
Jenny:
Yeah. I’m afraid I’d just hole up in my room, and eventually flunk out of school
and have to move back in with my parents, which would be awful.
Therapist: It seems like we’ve learned some important things here, Jenny. It sounds like you
feel your self-critic serves two important functions: to protect you from being
blindsided by attacks from other people, and to keep you going, doing the things
you need to do. Does that sound right?
Jenny:
It does.
Therapist: So it sounds to me that if we’re going to find a way for you to turn down the
volume on the self-critic, then we need to find other, more helpful ways for you
to feel safe and motivate yourself. Would you be interested in exploring whether
your compassionate self could do those jobs at least as well as the self-critic?
Jenny:
I’d be up for trying.
In the above vignette, the therapist uses Socratic dialogue to explore Jenny’s resistance around
giving up self-criticism, and in particular, identifying the functions she ascribes to self-criticism that
might lead her to be reluctant to give it up. It is often the case that clients will feel their self-critic
serves important functions in their lives—f unctions that will need to be met in other, more adap-
tive ways if clients are to commit themselves to developing more compassionate ways of relating to
themselves. You might consider the ways you use self-criticism in your own life, and what you
might be afraid of losing if you were to give it up. Let’s explore a thought exercise that can help us
try to build motivation around developing new, compassionate ways of relating to the self.
Two Teachers Vignette
While many of us may use self-criticism as an attempt to motivate, protect, or “keep ourselves
in line,” clinging to the self-critic for these purposes is based on a logical fallacy—that self-attacking
is the only way to motivate ourselves, or perhaps the best way. Even if self-shaming and self-attacking
do seem to serve some useful purposes, they do so at a great cost, keeping us stuck in the threat
system (with narrowed attention and thinking, focused on threats) and diminishing our happiness.
We want to help clients discover ways to encourage, motivate, support, and protect themselves
that don’t have these drawbacks. As we’ve seen, one way to do this is through the development of
self-compassion—the ability to be sensitive, validating, and encouraging in the face of one’s suffer-
ing and struggle. In the beginning, we may need to help clients develop motivation to make this
shift from self-criticism to self-compassion. One of my favorite methods for doing this is the “Two
Teachers” vignette, an experiential exercise commonly used by CFT therapists (Gilbert, 2009a):
Therapist: Josh, we’ve been talking about how you see your self-critic as working to protect
and motivate you, and I’ve suggested that we might be able to find other ways to
do those things. Related to that, I’d like to do a brief imaginal exercise and then
ask you some questions. Would that be all right?
110Committing to Compassion: Working with Self-Criticism
Josh:
I guess.
Therapist: I want you to imagine a child that you care very much about—maybe it’s your
child, maybe someone else’s—but you care very deeply about him. This child
is learning a very difficult task, maybe learning to do algebra for the first time,
learning a musical instrument, or to play a challenging sport. Have you ever
done any of that stuff?
Josh:
I play guitar.
Therapist: Then you know that when you first begin playing, it’s really hard—and you have
to practice quite a lot before you get to sounding very good.
Josh:
You’ve got that right.
Therapist: So I want you to imagine that in learning this task, the child could have one of
two teachers. First, let’s imagine that he has a harsh, critical teacher, who tries to
motivate him by running him down. Imagine how this teacher might interact
with him: “No! … No! … Wrong again! … Can’t you get anything right? …
Not like that, like this! … No! … No! … What’s wrong with you? Are you
stupid? … No!”
Josh:
Sounds familiar. My dad used to talk to me like that all the time.
Therapist: It’s no secret where you learned to criticize yourself, is it?
Josh:
(Nods pensively.)
Therapist: Now, let’s imagine a second teacher this child could have. This teacher is
compassionate, really wanting to help the child learn. He understands that this
is a really difficult task, and that anyone would struggle with it, especially in the
beginning. This teacher is wise, knowing that what he really needs to do is find
ways to encourage this child to keep going—knowing that the key to mastering
this task is for the child to keep working at it, and that he’s more likely to do
that if he enjoys the experience. Let’s imagine how this teacher might approach
this child: “There you go… There you go… Nice! … Keep going… Not quite
like that, like this… Yes, that’s right… You’re doing really well—this is tough
but you’re doing a great job keeping at it… There you go!”
Josh:
(Relaxes a bit; breathing softens.)
Therapist: So now, a few questions. First, which of those teachers would you want this child
you care so much about to have? Which would you hire to teach him guitar, the
first or second?
Josh:
The second.
Therapist: Me, too. Let’s look a bit deeper, though. Even if you didn’t particularly care
about this child, which teacher do you think would do a better job at teaching
him to do this difficult task?
Josh:
The second.
Therapist: (Nods.) One last question. When you observe yourself struggling, which teacher
does the voice in your head sound like?
Josh:
(Pauses; looks down.) You got me there. It’s the first. Every damn time.
Therapist: (Pauses; leans in a bit in silence.)
Josh:
I think I get it.
Therapist: (warmly) Yeah. (Pauses.) So we’ve got some big tasks to tackle together. Which of
those teachers do you think we should hire to help us? It sounds like that critical
teacher has had his chance. Would you be willing to give that compassionate
teacher a try, to see if he might be able to help us out?
Josh:
(Nods consideringly.) Yeah. That’d probably be worth a try.
Exercises like the one above allow us to introduce the idea and impact of compassion in a way
that is experiential—operating at both the explicit (thinking about the benefits of compassion) and
implicit ( feeling the differential effects of criticism and compassion) levels. If it stays only at the
thinking level, we may find little shift in the client, as these self-critical habits may be very deeply
ingrained. We want the client to feel the difference, to connect with the realization that compassion is a
more powerful way to get his needs met and pursue his goals. In the vignette above, the therapist
works to accomplish this not just by describing the two teachers as critical or compassionate, but
by acting out what they would say from these perspectives (which also provides some modeling—
giving the client a glimpse into what compassion might look like in this situation). We see in the
vignette that Josh reacted nonverbally to these depictions. We also need to allow plenty of time for
the client to process what is happening within him, leaving plenty of space after the vignette to get
to the questions that prompt self-reflection, so that the client has time to connect with certain
realizations. You’ll note that the therapist also matched the gender of both teacher and child to that
of the client—setting up the realization that the client plays both of these roles in relation to himself.
Some clients will respond in very different ways from how Josh did—sometimes digging into
the self-criticism, saying things like, “Well, that would work better for the child, but not for me,” or
“I had the harsh teacher growing up, and I learned to play.” Again, we don’t want to come straight
at this resistance, setting ourselves up as a threat cue and positioning the client to defend his self-
critic. Rather, we can explore with Socratic dialogue: “So for you, it feels like the criticism worked,
and you’re really reluctant to give up that strategy?” or “It sounds like you’re reluctant to relate
112Committing to Compassion: Working with Self-Criticism
compassionately to yourself because you feel that you don’t deserve to be treated kindly and compas-
sionately?” We can explore these ideas with the client and see if he might be willing to try an
experiment to see if compassion might work as an alternative to self-criticism.
Like any practice or technique, this practice requires attention to nuance, and won’t work
equally well for everyone. Combat veterans whose training involved lots of people who sounded
just like that critical teacher may reply: “I’d want my kid to have the first teacher. That first teacher
kept me alive.” Using Socratic dialogue, we could help such clients explore the differences between
the combat environment—an environment filled with physical threats—and civilian life, consider-
ing different strategies in terms of how they fit with the demands and concerns present in these
different contexts.
SUMMARY In this chapter, we considered how we might help clients apply compassion in working with self- criticism. Identifying the self-criticism, exploring reluctance to give it up, and prompting clients to consider compassion as an alternative can be important steps in helping them really commit to developing compassion for themselves. With clients who have well-entrenched shame and self- critical habits, working with these tendencies requires patience and steadfastness, as they gradually become better at mindfully noticing the arising of shame and self-criticism, acknowledging these tendencies, compassionately noting how it makes sense that they would experience them, and pur- posefully shifting into a more compassionate perspective. In the next chapter, we’ll explore what such a perspective looks like.