Rock and Water Psychological Experiment

 Rationale

Rock and Water is described as being psycho-physical didactic. Within the Rock and water program are three foundation skills. These include self-control, which is controlling and focusing one’s own energy, self-reflection, which is evaluating and thinking about one’s own actions and their impacts, and lastly self-confidence, which is the self-knowledge in being capable of adjusting one’s own behaviour, this area is also linked tightly to the goal of self-respect (Ykema, 2002). This program was developed to support Maslow’s Hierarchy of Needs (1943), fulfilling the esteem needs presented in his diagram. Furthermore, the Rock and Water program is respectively linked with Bandura’s Social Cognitive Theory. Bandura (1986) believes that self-reflection, metacognition or thinking about one’s own way of thinking is a distinctive human characteristic. Self-reflection permits evaluation and can lead to changes in thinking, behaviour and actions (Bandura, 1986). Bandura (1986) postulates that self-efficacy, or belief in one’s own capabilities, affects what people do (behave) and for how long (persevere).

A study conducted in 2007 found that continuous implementation of the Rock and Water program within a high school showed positive outcomes post-intervention. 12 male year 7 students were invited following identification by teachers for being bullies, victims, low in self-esteem, having behavioural issues or difficulties adapting to high school. Of those, seventy-five percent of the students scored less social problems after the Rock and Water program. Over half of the students’ Measuring psycho-social skills development after implementing the Rock and Water Program Page 9 of 27 self-reported less social problems post implementation. Over half reported their self-confidence had increased, which was also the same for self-respect. Over half also reported their self-control had increased post intervention. Similarly, the positive effects of the program have been documented through-out various studies (Gadaku Institute - Rock and Water Program)

 Mindfulness allows people to be sensitive to an environment, supporting clearer thoughts and behaviours (Demick, 2000). The basic framework of mindfulness theory is based on how “mindlessness is pervasive, mindlessness can be counterproductive, mindlessness can result from repetition as well as from exposures to information, and mindlessness can be overcome using appropriate interventions” (Langer, 2004, p. 2). The Rock and Water program is commonly carried out over a number of sessions, where repeated exposure to the exercises create better results.

Activity Design

Materials: The Freiburg Mindfulness Inventory survey was uploaded into a Google Form where it was then accessed by participants via the Psychology Google Classroom from Chromebooks and other personal electronic devices.

Method: Before the Rock and Water activity commences, the Freiburg Mindfulness Inventory is to be uploaded to the Google classroom for accessibility for all participants. Once the presentation begins, all participants are asked to rate their mindfulness with a variant of answers being: Rarely, Occasionally, Fairly Often, Almost Always; or Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree. Participants are then asked to join in the middle of the room and find a partner. After being briefed on the key concepts of the Rock and Water design, participants are then to be asked to engage in the first activity, grounding, by standing a foot apart, breathing conscientiously and looking into their partners eyes. Following, participants are to practise Chinese Sticky Hands, whilst being mindful of the Rock and Water technique. The final activity will ask for the participants to balance on one leg whilst equalising the weight of their partner as they extend their hand to them. Finally, participants will be asked to be seated once more and re-evaluate their answers for the Freiburg Mindfulness Inventory.

Evaluation Technique: The technique used to measure the effectiveness of this activity was the Freiburg Mindfulness Inventory (see Appendix A). The FMI survey is credited for its ability to generalise mindfulness. A questionnaire-type evaluation allows for the participant to answer questions at their own pace and with privacy as opposed to an interview-style evaluation.

Evaluation:

The results from the FMI evaluation showed relatively positive results, as most of the participants self-reflection demonstrated a higher sense of self-awareness (As shown in Appendix B and coinciding graphs). Through only short exposure to the program participants were able to connect with the key principals of self-control, self-reflection, and self-confidence. Whilst some questions did not elicit differing responses, finding documents dramatic changes to questions 1, 5, and 12.

Results

Questionnaire Graphs:

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Appendix B

Slide 1: Erin

When we consider our current states of mindfulness as year 12 students, often thoughts of stress, and tiredness come to mind. For myself at least that is the case.  Given the emphasis on achieving good grades and a continuous flow of assignments we can often end up feeling isolated in our school work, tense, unbalanced, and drained. However, with these pivotal years of adolescence it is important that we maintain and check in with our well-being. Although aims of utmost wellbeing exist in the long term and given we only have 20 minutes, we would like to walk you through an exercise called “rock and water” which can have long term effects. Influencing levels of socialisation, groundedness, life balance and behaviour mediation.

“Quote”

Slide 2: Sarah

The "rock" quality represents awareness of one's own possibilities and personal journey in life. A person demonstrating "rock" traits will exhibit resoluteness, be strong-willed and self-assured, and may close off to the opinions and offerings from others. The "rock" attitude may confront others in relation to their opinion or point of view, and young people need to exhibit some "rock" qualities if they are to respond to and manage peer pressure. The "water" quality represents insight and experience, and valuing flexibility within human relationships. A person demonstrating water traits has a strong awareness of their own feelings and ideas, but more importantly, is able to respond with understanding to people around them. "Water" is representative of sharing, co-operative behaviour, negotiating and being able to respond to a changing environment. Social harmony and positive relationships require an individual to exhibit "water" qualities. Ultimately, with balance between both our rock and our water state, strong positive emotions as well as an ability to establish meaning is formed.