TAKE CHARGE/CONTROL OF LEARNING FROM RAGE/ANGER (20)

TAKE CHARGE/CONTROL OF LEARNING FROM RAGE/ANGER (20)

If, in very tiny print, I listed all categories of hurtful things done to me in my lifetime, they would overflow off this page. With each, I have had to learn how to take charge and control by learning all the lessons in the bad situation. An example is how I once made myself angry at myself. Early in my Orthopaedic Surgical practice, I showed Clinical Bias in being angered by patients who thought they, for their own personal or financial gains, could deliberately fool me into thinking they had real Orthopaedic problems. Then, I suddenly realized that, as a physician, I had violated the Physicians Diagnostic Criteria Standards by becoming personally involved in showing a lack of emotional control with certain patients who did not act as I thought they should. Rather than judging these patients, my job was to simply diagnose and treat/manage their problems. Since their ulterior motive was to fool me, this meant the “Diagnosis” was “Fake Orthopaedic Problems”. Hence, my lesson was to learn and internalize its principles so they, while living within me, would keep expanding my ‘Truth Consciousness.’ The answer was to developed a “Self-Caused Problem” Assessment Process: (1) the lesson was anything I do requiring Serious Business means Acquired Emotions have no place. They are never to be mixed with my "Obligations" (the assignment to promise to abide by its rules); "Duties" (doing its tasks, regardless of having to give up advantages and/or take on disadvantages to do so—even if those tasks have never been seen or heard of before); and "Responsibilities" (shouldering the consequences for anything not properly done or that is left undone but should have been done in accordance with ones obligations. Some reasons for this is that Clinical bias, prejudices, or indignant judgmental reactions prevent understanding or even recognizing the clinical manifestations which, in turn, will block the understanding or even block the recognizing of the realistic cause of the patient’s behaviors. 

(2) Apply the situational lesson to classifying patients. Type I–patients of certain cultures are socialized to be “dramatic” in presenting their realistic problems. Type II–“Conscious Deceivers” are deliberate Fakers. By contrast, Type III–“Self-Deceivers” actually believe they have an organic lesion when they do not. Type IVFactitious Disorders are organic lesions consciously created by the patient. All four Types deliberately “over-play” their symptoms. Hence, a very complete examination is needed to discern the nuances characteristic of each in order to have a precision diagnosis. Such often led me to discover an unrelated true organic problem–of which they were unaware—and which did not conform to their deceptive Complaints. These, too, had to be distinguished from the four Types (Bailey, Medical-Legal Dictionary p23). (3) Although this never occurred, I was ready to make retributions to any person I might have inadvertently harmed by calling to let them know the mistake I made; by offering to do whatever it took to correct any problems; or to pay for any cost they had incurred. (4) Then any mistake detected would be thoroughly studied to learn what led up to it and why; what were the circumstances when the mistake was made; what were the relationships of what did not work. Such opened insights into new ways of dealing with that, or similar types of problems. 

(5) So as to be able to lay out a Plan to ensure the mistake would never be repeated, I would select a Human Ideal for what to do from now on. (6) Doing mental “play-outs” for the Human Ideal is done with it in several new like-kind situations–looking for possible problems–to discover the Plans full capabilities–to consider Bad “what ifs.” This minimizes chances of normal and novel problems occurring by promoting accuracy. It also helps in being prepared for the unexpected. Whatever is likely to work best for a given patient is what becomes Plan A. Since handling the same problem in different patients may be quite different, back-up Plans B and C are a little different in certain areas for each patient. (7) I place lessons learned from a given mistake into help in aspects of life. (8) Finally, after getting everything out of the lesson, I let the remnants go completely—forever! This process evolved from my boyhood teaching by my family and all-Black Community constantly stressing to always strive for perfection in anything I did. If I had done my best at the time a mistake occurred, to come down hard on myself has no benefits. So, I accept learning how not duplicate mistakes as a “Fun Challenge”. It is simply the Right thing to do to Self-Improve. jabaileymd.com; JABLifeSkills; Theievoice.com

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