Have you ever felt that wave of frustration when you didn’t know how to do something? Think back to when you first started something new—a hobby, a job, or adding a new skill to your repertoire.
You either didn’t have a clue, had a hazy understanding but missed the details, or maybe you were doing it wrong until someone showed you the right way. It could be as simple as learning to tie a new knot or as complex as picking up a new language.
Did you give up? Or did you master it? Now, assuming you mastered it, reflect on your learning journey. Was it a deep frustration that you felt? Did you ever lose your temper with yourself, or maybe even those around you? These feelings are a natural part of the process. When we challenge ourselves, we often encounter frustration and discomfort. This is an integral part of growth … “The Learning Space”.
But what if you had given up because it was hard? What would you have missed out on?
There is power in “Getting Comfortable with the Uncomfortable.” This learning space, where discomfort lives and growth happens, is where we truly expand our abilities.
Here are some steps to help you become accustomed to it:
Visualise Success
Recall Past Successes
Set Small Goals
Embrace Mistakes
Seek Support
Practice Deliberately
Allow yourself to feel the discomfort, knowing that it is a sign of progress. Each challenging moment is a step toward mastery and self-improvement. Remember, you have the power to shape your own life. Embrace the journey and keep pushing forward.
You are capable of more than you know.
References and Further Reading
- Zone of Proximal Development (ZPD):Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Growth Mindset:Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
- The Learning Pit: Nottingham, J. (1996). Challenging Learning. Leaders Preferring Publishing.
- Cognitive Load Theory: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. doi:10.1207/s15516709cog1202_4
- Deliberate Practice: Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3), 363-406. doi:10.1037/0033-295X.100.3.363
- Flow State: Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.