Been thinking a lot lately about the distinction between sitting with your discomfort and wallowing in it, and how unfortunately the distinction between the two when viewed from the outside is that the latter is often more satisfyingly performative than the former even though it's the less healthy or productive of the two.
Distinction between "I want you to not make your discomfort my responsibility" vs "I want to see and verify your discomfort".
@joshmillard hum not sure if this is along the same line of what you are talking about but when working with student peers or younger students, curate two phrases around these ideas
The first is "Lean into Discomfort, Lean into Each other"
The second is "Create a Brave Space", which involves learning to be vulnerable and admitting what you don't know, and in turn i suppose admitting you are uncomfortable and naming that
and maybe these ideas are useful for you to build on
@pixouls I think those are both useful structures, totally. "Lean into discomfort" is a good framing for people who might find the idea of just sort of experiencing static discomfort overwhelming: treating it as a process, an exploration of self, instead of just "now think about what you've done" is a different framing that can be helpful.
Creating a brave space is a good process, but a much more narrow/specific one that requires more community and mutuality than the default situation.
@joshmillard yeah, i find brave space tricky too because it is a change of language as well. "safe space" is being popularized, but students are a lot less likely to have heard brave space before, let alone acknowledge it. Like "I'm supposed to be safe in a place I don't feel safe it, now I also have to feel brave too?" it can seem like a lot of work if there isn't already a sense of connection to the community. sometimes its not the most important thing to pose to our students at the time.
