[译文]千禧一代是如何被宠坏的？

In an article published last year by Inside Higher Ed, seven humanities professors wrote that the trigger-warning movement was “already having a chilling effect on [their] teaching and pedagogy.” They reported their colleagues’ receiving “phone calls from deans and other administrators investigating student complaints that they have included ‘triggering’ material in their courses, with or without warnings.”

去年，在《高等教育内部观察》的一篇文章中，七位人文学科教授写道，刺激警告运动“已经严重影响（他们的）教学。”他们说，他们的同事“接到院长和其他行政人员的电话，调查学生对他们的投诉：他们在有警告或无警告的情况下，在课程中包含了‘刺激性’内容。”

A trigger warning, they wrote, “serves as a guarantee that students will not experience unexpected discomfort and implies that if they do, a contract has been broken.” When students come to expect trigger warnings for any material that makes them uncomfortable, the easiest way for faculty to stay out of trouble is to avoid material that might upset the most sensitive student in the class.

他们写道，一个刺激警告“保证学生不会遭受意外的不适，并且暗示如果这种情况出现了，教师们就违反了契约。”如果学生们要求在所有引起不适的材料前提供刺激警告，教师们避免麻烦的最佳方式，就是剔除有可能会冒犯班级中最敏感学生的材料。

Magnification, Labeling, and Microaggressions

夸大、贴标签和微冒犯

Burns defines magnification as “exaggerat[ing] the importance of things,” and Leahy, Holland, and McGinn define labeling as “assign[ing] global negative traits to yourself and others.” The recent collegiate trend of uncovering allegedly racist, sexist, classist, or otherwise discriminatory microaggressions doesn’tincidentally teach students to focus on small or accidental slights. Its purpose is to get students to focus on them and then relabel the people who have made such remarks as aggressors.

Burns把“夸大”定义为“夸张描述事物的重要性”，Leahy、 Holland和McGinn把“贴标签”定义为“把自己或其他人归类于某些负面特征。”近期，大学中有越来越多的个案揭发所谓种族主义、性别歧视、阶级歧视，或者其他歧视性的微冒犯。这种趋势并不是就着事件引导学生们去关注细微或无意识的怠慢。它的目的就是让学生们关注这些东西，然后给说这些话的人贴上侵犯者的标签。

The term microaggression originated in the 1970s and referred to subtle, often unconscious racist affronts. The definition has expanded in recent years to include anything that can be perceived as discriminatory on virtually any basis. For example, in 2013, a student group at UCLA staged a sit-in during a class taught by Val Rust, an education professor. The group read a letter aloud expressing their concerns about the campus’s hostility toward students of color. Although Rust was not explicitly named, the group quite clearly criticized his teaching as microaggressive. In the course of correcting his students’ grammar and spelling, Rust had noted that a student had wrongly capitalized the first letter of the word indigenous. Lowercasing the capital I was an insult to the student and her ideology, the group claimed.

“微冒犯”一词产生于1970年代，意指微妙的、通常属于无意识的种族冒犯。近些年，其定义已经扩展到包含几乎任何语境下所有被认为具有歧视性的言论和行为。举个例子，2013年加州大学洛杉矶分校的一个学生团体旁听了教育学教授Val Rust讲授的一节课。这个团体大声宣读了一封信，表示对校园里针对有色人种学生的敌意深感忧虑。尽管没有直接点Rust的名，这个团体显然是在批评他的教学有“微冒犯性”。在纠正学生的语法和拼写的过程中，Rust注意到一个学生错误地把“indigenous”（土著的）的首字母大写了。这个团体宣称，把首字母“i”小写侮辱了这名学生和她的意识形态。

Even joking about microaggressions can be seen as an aggression, warranting punishment. Last fall, Omar Mahmood, a student at the University of Michigan, wrote a satirical column for a conservative student publication, The Michigan Review, poking fun at what he saw as a campus tendency to perceive microaggressions in just about anything. Mahmood was also employed at the campus newspaper, The Michigan Daily. The Daily’s editors said that the way Mahmood had “satirically mocked the experiences of fellow Daily contributors and minority communities on campus … created a conflict of interest.”

就算是拿微冒犯开玩笑也会被视为冒犯，并带来惩罚。去年夏天，密歇根大学的学生Omar Mahmood为一份保守派学生刊物《密歇根评论》写了一篇讽刺性的专栏文章，讽刺他看到的当下大学中把一切都视作微冒犯的趋势。Omar Mahmood也供职于校报《密歇根日报》。《密歇根日报》的编辑说Mahmood“讽刺本杂志撰稿人和校园中少数族裔的经历”的方式“制造了利益冲突”。

The Daily terminated Mahmood after he described the incident to two Web sites, The College Fix and The Daily Caller. A group of women later vandalized Mahmood’s doorway with eggs, hot dogs, gum, and notes with messages such as “Everyone hates you, you violent prick.” When speech comes to be seen as a form of violence, vindictive protectiveness can justify a hostile, and perhaps even violent, response.

在Mahmood向两家网站——The College Fix和The Daily Caller——讲述了这一事件之后，《密歇根日报》解雇了他。后来，一帮女人在Mahmood家门口用鸡蛋、热狗、口香糖和写有诸如“所有的人都恨你，你这个暴徒”之类文字的便条大搞破坏。当言论被视作一种暴力时，报复性保护就为恶意报复，甚至暴力行为赋予了正当性。

In March, the student government at Ithaca College, in upstate New York, went so far as to propose the creation of an anonymous microaggression-reporting system. Student sponsors envisioned some form of disciplinary action against “oppressors” engaged in belittling speech. One of the sponsors of the program said that while “not … every instance will require trial or some kind of harsh punishment,” she wanted the program to be “record-keeping but with impact.”

今年三月，纽约州北部地区的伊萨卡学院，学生会甚至提议建立匿名的微冒犯举报机制。提议的学生设想出一套针对发表歧视性言论的“压迫者”的纪律性惩罚。该项目的一位提议者说，虽然“并不是每一个案例都需要审讯或者某种严酷惩罚”，但是她希望这个项目能“留下记录，产生影响”。

Surely people make subtle or thinly veiled racist or sexist remarks on college campuses, and it is right for students to raise questions and initiate discussions about such cases. But the increased focus on microaggressions coupled with the endorsement of emotional reasoning is a formula for a constant state of outrage, even toward well-meaning speakers trying to engage in genuine discussion.

当然了，人们的确会在大学校园发表委婉的或是稍稍遮掩的种族歧视和性别歧视言论，学生们质疑这种状况并发起讨论也是正确的。但是对微冒犯的关注持续增长加上对情绪化推理的支持，结果就是持续性的愤怒，这种愤怒甚至会针对真心想要讨论问题的善意说话者。

What are we doing to our students if we encourage them to develop extra-thin skin in the years just before they leave the cocoon of adult protection and enter the workforce? Would they not be better prepared to flourish if we taught them to question their own emotional reactions, and to give people the benefit of the doubt?

如果我们鼓励学生在离开成年人的保护茧、踏入工作岗位之前长出一副超级薄弱的外壳，我们究竟是在做什么？如果我们教会他们质疑自己的情绪化反应、不要妄下定论，他们难道不是会表现得更好吗？

Teaching Students to Catastrophize and Have Zero Tolerance

教导学生小题大做、零容忍。

Burns defines catastrophizing as a kind of magnification that turns “commonplace negative events into nightmarish monsters.” Leahy, Holland, and McGinn define it as believing “that what has happened or will happen” is “so awful and unbearable that you won’t be able to stand it.” Requests for trigger warnings involve catastrophizing, but this way of thinking colors other areas of campus thought as well.

Burns把“小题大做”定义为“把寻常的负面事物当做梦魇般的妖魔鬼怪”的夸大行为。Leahy、Holland和McGinn把它定义为相信“已发生或将发生之事糟糕得让人难以忍受，乃至你经受不住”。对刺激警告的需求中包含着小题大做的成分，但是这种思考方式也干扰了大学中的其他思想。

Catastrophizing rhetoric about physical danger is employed by campus administrators more commonly than you might think—sometimes, it seems, with cynical ends in mind. For instance, last year administrators at Bergen Community College, in New Jersey, suspended Francis Schmidt, a professor, after he posted a picture of his daughter on his Google+ account. The photo showed her in a yoga pose, wearing a T-shirt that read I will take what is mine with fire & blood, a quote from the HBO show Game of Thrones.

在大学管理者中，描述人身伤害时“小题大做”的情况要比你想象得普遍——有时候看起来像是抱着愤世嫉俗的目的一样。举个例子，新泽西州卑尔根社区学院的教授Francis Schmidt去年在他的Google+账号上发布了一张他女儿的照片之后，被该学院的管理者停职了。照片中，他女儿正做着瑜伽动作，T恤衫上写着“我要用血与火来赢回属于我的一切”，这句话引自HBO的电视剧《权利的游戏》。

Schmidt had filed a grievance against the school about two months earlier after being passed over for a sabbatical. The quote was interpreted as a threat by a campus administrator, who received a notification after Schmidt posted the picture; it had been sent, automatically, to a whole group of contacts. According to Schmidt, a Bergen security official present at a subsequent meeting between administrators and Schmidt thought the word fire could refer to AK-47s.

两个月之前，因为停教休假的请求被拒绝，Schmidt曾向学校表达过不满。在Schmid发布那张照片之后，照片被自动发送给了一组联系人。一位大学管理者得到了推送消息，然后把那张照片解读成了威胁信息。据Schmidt所说，在随后管理者与Schmidt会面时，一位出席的安全官员认为“火”也可能是暗指AK-47。

Then there is the eight-year legal saga at Valdosta State University, in Georgia, where a student was expelled for protesting the construction of a parking garage by posting an allegedly “threatening” collage on Facebook. The collage described the proposed structure as a “memorial” parking garage—a joke referring to a claim by the university president that the garage would be part of his legacy. The president interpreted the collage as a threat against his life.

然后还有佐治亚州瓦尔多斯塔州立大学长达八年的传奇官司。该大学开除了一名学生，因为他为了抗议一个室内停车场的修建，在Facebbok上发表了一幅据称有“威胁性”的拼贴画。那幅画把这个规划中的设施称为“纪念性”停车场。这是个玩笑，影射的是大学校长曾经说过的：这座停车场将会成为他为学校留下的遗产。这位校长将该拼贴画理解为死亡恐吓。

It should be no surprise that students are exhibiting similar sensitivity. At the University of Central Florida in 2013, for example, Hyung-il Jung, an accounting instructor, was suspended after a student reported that Jung had made a threatening comment during a review session. Jung explained to the Orlando Sentinel that the material he was reviewing was difficult, and he’d noticed the pained look on students’ faces, so he made a joke. “It looks like you guys are being slowly suffocated by these questions,” he recalled saying. “Am I on a killing spree or what?”

学生们表现出类似的敏感也就不足为奇了。举个例子，中佛罗里达大学的会计学讲师Hyung-il Jung在2013年被学校停职，因为学生举报他在一节复习课中表达了威胁性言论。Jung向《奥兰多哨兵报》解释说，他在辅导的材料很难，他还注意到了学生们脸上痛苦的表情，所以他开了一个玩笑。他回忆他当时曾说：“你们好像快要被这些问题憋死在这里了呢”，“我这不是在玩杀人游戏吗？”

After the student reported Jung’s comment, a group of nearly 20 others e-mailed the UCF administration explaining that the comment had clearly been made in jest. Nevertheless, UCF suspended Jung from all university duties and demanded that he obtain written certification from a mental-health professional that he was “not a threat to [himself] or to the university community” before he would be allowed to return to campus.

在学生举报了Jung的言论之后，有差不多二十个人给中佛罗里达大学的管理部门发电子邮件，解释说那些明显只是玩笑话。尽管如此，中佛罗里达大学还是暂停了Jung的一切学校职务，并且要求他要在获得了来自精神健康专家的书面认可，证明他“对自己和学校成员都不构成威胁”之后，才能回学校上班。

All of these actions teach a common lesson: smart people do, in fact, overreact to innocuous speech, make mountains out of molehills, and seek punishment for anyone whose words make anyone else feel uncomfortable.

这些事情给了我们同一个教训：聪明人真的会对无伤大雅的言辞反应过度，小题大做，然后要求惩罚所有说过让任何一个人不舒服的话的人。

Mental Filtering and Disinvitation Season

“思维过滤”和“撤邀时节”

As Burns defines it, mental filtering is “pick[ing] out a negative detail in any situation and dwell[ing] on it exclusively, thus perceiving that the whole situation is negative.” Leahy, Holland, and McGinn refer to this as “negative filtering,” which they define as “focus[ing] almost exclusively on the negatives and seldom notic[ing] the positives.” When applied to campus life, mental filtering allows for simpleminded demonization.

按照Burns的定义，“思维过滤”是“从事件中筛选出负面细节，然后只抓住负面细节不放，因而认为整件事都是负面的。”Leahy、Holland和McGinn把它命名为“负面信息过滤”，他们把它定义为“只关注负面，很少留意正面。”把这一概念应用到大学校园，思维过滤使得不加考虑地妖魔化他人成为可能。

Students and faculty members in large numbers modeled this cognitive distortion during 2014’s “disinvitation season.” That’s the time of year—usually early spring—when commencement speakers are announced and when students and professors demand that some of those speakers be disinvited because of things they have said or done. According to data compiled by the Foundation for Individual Rights in Education, since 2000, at least 240 campaigns have been launched at U.S. universities to prevent public figures from appearing at campus events; most of them have occurred since 2009.

2014年的“撤邀时节”中，大量学生和教职员示范了这种认知扭曲。那是每年宣布毕业典礼演讲人的时间——通常是早春，由于某些演讲者做过的事和说过的话，学生们和教授们要求撤回对他们的邀请。根据个人教育权利基金会整理的数据，自2000年起，美国大学中至少发起了240场抵制公众人物出席大学活动的运动，其中大部分都发生在2009年以后。

Consider two of the most prominent disinvitation targets of 2014: former U.S. Secretary of State Condoleezza Rice and the International Monetary Fund’s managing director, Christine Lagarde. Rice was the first black female secretary of state; Lagarde was the first woman to become finance minister of a G8 country and the first female head of the IMF. Both speakers could have been seen as highly successful role models for female students, and Rice for minority students as well. But the critics, in effect, discounted any possibility of something positive coming from those speeches.

让我们仔细想想2014年被要求撤回邀请的最知名的两个人：前国务卿康多莉扎·赖斯和国际货币基金组织（IMF）总裁克里斯蒂娜·拉加德。赖斯是首位黑人女国务卿；拉加德是G8国家首位女财长，也是IMF首位女掌门人。这两个人都应该被视作女性学生的杰出榜样才是，赖斯还是少数族裔的榜样。但是，批评者们实际上认为这两人的演讲不可能有什么积极意义。

Members of an academic community should of course be free to raise questions about Rice’s role in the Iraq War or to look skeptically at the IMF’s policies. But should dislike of part of a person’s record disqualify her altogether from sharing her perspectives?

学者们自然可以自由地质疑赖斯在伊拉克战争中的角色，或者用怀疑的眼光审视IMF的政策，但是一个人的某一部分经历令人生厌就意味着这个人没有资格分享她的见解吗？

If campus culture conveys the idea that visitors must be pure, with résumés that never offend generally left-leaning campus sensibilities, then higher education will have taken a further step toward intellectual homogeneity and the creation of an environment in which students rarely encounter diverse viewpoints. And universities will have reinforced the belief that it’s okay to filter out the positive. If students graduate believing that they can learn nothing from people they dislike or from those with whom they disagree, we will have done them a great intellectual disservice.

如果大学文化传递的信息是“来访者必须纯洁无暇，其简历完全不曾伤害总体左倾的校园感情”，那么，高等教育就向智力同质化又迈进一步，并且为学生创造了一个遇不到多元化观点的环境。大学也将对“过滤掉积极方面是可以的”这一信念加以巩固。如果学生们毕业的时候相信他们从自己讨厌或反对的人那里学不到任何东西，我们就对他们的智力造成了很大伤害。

What Can We Do Now?

我们现在能做些什么？

Attempts to shield students from words, ideas, and people that might cause them emotional discomfort are bad for the students. They are bad for the workplace, which will be mired in unending litigation if student expectations of safety are carried forward. And they are bad for American democracy, which is already paralyzed by worsening partisanship. When the ideas, values, and speech of the other side are seen not just as wrong but as willfully aggressive toward innocent victims, it is hard to imagine the kind of mutual respect, negotiation, and compromise that are needed to make politics a positive-sum game.

这种试图把学生和可能令他们感情上不舒服的言语、思想和人物隔离开来的做法，贻害无穷。这种努力对职场无益，如果学生还对安全抱着同样的期望，他们在工作场所会陷入没完没了的官司。这对美国的民主也是有害的，这种民主本来就已经被日益恶化的党派纷争破坏得千疮百孔了。当对手的思想、价值观和言论不仅仅被看做是错误观点，而且被看做是对无辜受害人的蓄意伤害，很难想象我们还能找到令政治成为正和博弈的那种相互尊重、友好协商和相互妥协。

Rather than trying to protect students from words and ideas that they will inevitably encounter, colleges should do all they can to equip students to thrive in a world full of words and ideas that they cannot control. One of the great truths taught by Buddhism (and Stoicism, Hinduism, and many other traditions) is that you can never achieve happiness by making the world conform to your desires. But you can master your desires and habits of thought. This, of course, is the goal of cognitive behavioral therapy. With this in mind, here are some steps that might help reverse the tide of bad thinking on campus.

与其帮助学生避免接触他们必然遇到的言词和观点，大学更应该尽力武装学生，让他们在这个言论不受他们控制的世界里茁壮成长。佛教（以及斯多葛学派、印度教和许多其他传统思想）教给我们的真理之一就是，通过让世界顺应你的要求来获得快乐是永远不可能的。但是你可以掌控自己的思维习惯和欲望。当然了，这就是认知行为疗法的目标。意识到这一点以后，以下是一些可能帮助大学逆转不良思维的步骤。

The biggest single step in the right direction does not involve faculty or university administrators, but rather the federal government, which should release universities from their fear of unreasonable investigation and sanctions by the Department of Education. Congress should define peer-on-peer harassment according to the Supreme Court’s definition in the 1999 case Davis v. Monroe County Board of Education. The Davis standard holds that a single comment or thoughtless remark by a student does not equal harassment; harassment requires a pattern of objectively offensive behavior by one student that interferes with another student’s access to education. Establishing the Davis standard would help eliminate universities’ impulse to police their students’ speech so carefully.

迈向正路最重要的一步，需要的不是教职员或者学校管理者，而是联邦政府。政府应该让大学免受教育部不合理的调查和处罚。国会应该按照1999年最高法院在Davis诉门罗郡教育委员会一案中的定义来确定“朋辈间骚扰”的定义。“Davis标准”认定学生所作的一句个别评论或者一句无心话语并不构成骚扰；只有干扰他人正常受教育而且蓄意冒犯别人的惯常行为方式才能构成骚扰。贯彻“Davis标准”，可以避免激发大学严厉管制学生言论。

Universities themselves should try to raise consciousness about the need to balance freedom of speech with the need to make all students feel welcome. Talking openly about such conflicting but important values is just the sort of challenging exercise that any diverse but tolerant community must learn to do. Restrictive speech codes should be abandoned.

大学本身应该深化认识，提醒大家在保证言论自由和保证每个学生都舒服之间需要取得平衡。公开谈论这种具有冲突性却又至关重要的价值，是每个多元而宽容的社会必须学会的挑战。限制性的言论准则应该被废除。

Universities should also officially and strongly discourage trigger warnings. They should endorse the American Association of University Professors’ report on these warnings, which notes, “The presumption that students need to be protected rather than challenged in a classroom is at once infantilizing and anti-intellectual.”

大学也必须从官方立场正式且严厉的阻止刺激警告的蔓延。大学应该赞同美国大学教授联合会关于刺激警告的报告，这份报告写道，“认为学生在课堂中应该受到保护，而不是面对挑战的想法，是把学生当小孩的行为，同时也是反智的”。

Professors should be free to use trigger warnings if they choose to do so, but by explicitly discouraging the practice, universities would help fortify the faculty against student requests for such warnings.

如果出于自愿，教授们应该有使用刺激警告的自由，但是，通过明确地反对刺激警告，大学也能帮助教授拒绝学生的此类要求。

Finally, universities should rethink the skills and values they most want to impart to their incoming students. At present, many freshman-orientation programs try to raise student sensitivity to a nearly impossible level. Teaching students to avoid giving unintentional offense is a worthy goal, especially when the students come from many different cultural backgrounds.

最后，大学应该重新思考他们最想教给学生什么样的技能和价值观。目前，许多面向新生的活动试图把学生的敏感性提升到一个不合理的高度。教导学生避免不小心冒犯别人很有意义，尤其是当学生来自各种不同文化背景的时候。

But students should also be taught how to live in a world full of potential offenses. Why not teach incoming students how to practice cognitive behavioral therapy? Given high and rising rates of mental illness, this simple step would be among the most humane and supportive things a university could do. The cost and time commitment could be kept low: a few group training sessions could be supplemented by Web sites or apps. But the outcome could pay dividends in many ways.

但是学生也应该得到教导，懂得如何生活在一个到处都有潜在冒犯的世界里。为什么不教导学生如何实施认知行为疗法呢？鉴于精神疾病的比率居高不下且仍在上升，把认知行为疗法教给学生就是大学能做的最人道、最有意义的事情了。时间和成本付出都可以很低：只需要几次集体培训课，剩下的就可以靠网站和手机应用来辅助完成，但是学生得到的回报是多方面的。

For example, a shared vocabulary about reasoning, common distortions, and the appropriate use of evidence to draw conclusions would facilitate critical thinking and real debate. It would also tone down the perpetual state of outrage that seems to engulf some colleges these days, allowing students’ minds to open more widely to new ideas and new people. A greater commitment to formal, public debate on campus—and to the assembly of a more politically diverse faculty—would further serve that goal.

例如，建立一套共用的术语，用来描述推理、常见认知扭曲和适当使用证据以引出结论的方法，将会促进批判思维和真正的辩论。这也能缓和近来似乎在大学不断蔓延的愤怒情绪，让学生更容易接受新思想和新人物。在校园内更多地致力于正式、公开的讨论，致力于汇集政见更为多元的教师，会进一步推动这一目标的实现。

Thomas Jefferson, upon founding the University of Virginia, said:

托马斯·杰斐逊在创办弗吉尼亚大学时说：

This institution will be based on the illimitable freedom of the human mind. For here we are not afraid to follow truth wherever it may lead, nor to tolerate any error so long as reason is left free to combat it.
这一机构的根基在于不受限制的思想自由。因为在这里，我们跟随真理，不惧它把我们带到哪里；也无须忍受任何错误，只要允许理智与之自由对抗。

We believe that this is still—and will always be—the best attitude for American universities. Faculty, administrators, students, and the federal government all have a role to play in restoring universities to their historic mission.

我们相信这依旧是——并将一直是——对待美国大学的最佳态度。教师、行政人员，学生，以及联邦政府都有责任让大学回到完成其历史使命的轨道上。

Common Cognitive Distortions

常见的认知扭曲

A partial list from Robert L. Leahy, Stephen J. F. Holland, and Lata K. McGinn’sTreatment Plans and Interventions for Depression and Anxiety Disorders (2012)

这是来自Robert L. Leahy, Stephen J. F. Holland和Lata K. McGinn的《抑郁症和焦虑症的治疗计划及干预措施》（2012年）的一份部分清单。

1.Mind reading.You assume that you know what people think without having sufficient evidence of their thoughts. “He thinks I’m a loser.”

1.读心术。不需要足够的证据，你就认定自己知道别人想的是什么。“他认为我逊毙了。”

2.Fortune-telling.You predict the future negatively: things will get worse, or there is danger ahead. “I’ll fail that exam,” or “I won’t get the job.”

2.悲观预测。你对未来的预测是消极的：事情会越来越糟糕，或者前方危机四伏。“我考试要不及格了”，或者“我得不到这份工作”。

3.Catastrophizing.You believe that what has happened or will happen will be so awful and unbearable that you won’t be able to stand it. “It would be terrible if I failed.”

3.小题大做。你相信将发生或已发生的事情会糟糕得让人难以忍受。“如果我失败了就太糟糕了。”

4.Labeling.You assign global negative traits to yourself and others. “I’m undesirable,” or “He’s a rotten person.”

4.贴标签。你把自己或其他人归类于某些负面特征。“我不受欢迎”或者“他是个堕落的人。”

5.Discounting positives.You claim that the positive things you or others do are trivial. “That’s what wives are supposed to do—so it doesn’t count when she’s nice to me,” or “Those successes were easy, so they don’t matter.”

5.低估正面信息。你声称自己或者其他人做的有意义的事微不足道。“老婆就应该那个样子——所以她对我好不值一提。”或者“这些成功很容易取得，所以算不上什么成就。”

6.Negative filtering.You focus almost exclusively on the negatives and seldom notice the positives. “Look at all of the people who don’t like me.”

6.负面过滤。你几乎只关注负面信息，很少留意正面信息。“看看那些不喜欢我的人吧。”

7.Overgeneralizing.You perceive a global pattern of negatives on the basis of a single incident. “This generally happens to me. I seem to fail at a lot of things.”

7.以偏概全。你通过一件事就认定整体性的负面模式。“这种事总是发生在我身上。好像我有好多事都干不成。”

8.Dichotomous thinking.You view events or people in all-or-nothing terms. “I get rejected by everyone,” or “It was a complete waste of time.”

8.二元思维。你以非此即彼的方式审视人和事。“我被所有人拒绝”或“这完全是浪费时间”。

9.Blaming.You focus on the other person as the source of your negative feelings, and you refuse to take responsibility for changing yourself. “She’s to blame for the way I feel now,” or “My parents caused all my problems.”

9.迁怒于人。你把其他人当作自己负面情绪的来源，不愿意承担改变自己的责任。“我现在感觉这么糟全都是她的错”或“我所有的问题都是我父母造成的”。

10.What if?You keep asking a series of questions about “what if” something happens, and you fail to be satisfied with any of the answers. “Yeah, but what if I get anxious?,” or “What if I can’t catch my breath?”

10.杞人忧天。你一直问“如果某事发生了怎么办？”，并且对所有答案都不满意。“对，但是如果我变得焦虑怎么办？”或者“如果我喘不过气怎么办？”

11.Emotional reasoning.You let your feelings guide your interpretation of reality. “I feel depressed; therefore, my marriage is not working out.”

11.情绪化推理。你让情感引导你去解读现实。“我很沮丧，所以我的婚姻要完蛋了。”

12.Inability to disconfirm.You reject any evidence or arguments that might contradict your negative thoughts. For example, when you have the thought I’m unlovable,you reject as irrelevant any evidence that people like you. Consequently, your thought cannot be refuted. “That’s not the real issue. There are deeper problems. There are other factors.”

12.无法证伪。你拒绝任何和你的消极想法相抵触的证据或观点。举个例子，你认为“没人喜欢我”，你认为证明别人喜欢你的所有证据都毫不相干。所以，你的思想无法被驳斥。“事情不是这样的。肯定有更深层次的问题，还有其他因素。”

（编辑：辉格@whigzhou）

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