Understand Bullying: The Role of Shame

Welcome (back?) to Understand Bullying – the role of Shame, which is the most potent and concerning emotion related to bullying. In the next installment I promised to reveal how Shame interacts with some of the other emotions; how it can turn dangerously into a self-sustaining system; and what you can do to prevent or escape it.

Shame is the centerpiece of the emotional system that drives bullying. It is the most common, and most powerful of the related emotions. It both flows from, and reinforces the greatest number of other emotions driving the three actions of bullying behavior:

  • taking Advantage of power
  • using Aggression
  • and Accepting mistreatment

The emotion of shame places people at risk both for being targeted and for engaging in bullying.

It is important to understand what we mean by shame – something far past embarrassment or guilt. Shame is beyond DOING a wrong thing; it is the state of BEING wrong in an intrinsic way. For our purposes, shame means a sense or belief of unworthiness or worthlessness.

It is also important to understand the profound power that such a feeling about oneself can have. “The emotion of shame is the primary or ultimate cause of all violence, whether toward others or toward the self.” – James Gilligan (Violence: Reflections on a National Epidemic)

understand bullying and shameThe first recorded homicide was driven by the emotion of shame – when God hadn’t the same regard for Cain’s offering that he had for Abel’s. “Cain was furious, and he was downcast.” (Note that “downcast” is the nonverbal communication of shame.)

Shame can be compounded by being turned upon itself – being ashamed of feeling shame. The more trivial the cause, the more shameful it is to feel shame about it – and the more intense the feelings. This construct was identified by Psychiatrist James Gilligan as the motivation behind some profoundly and disturbingly violent acts. So, if we are concerned about cycles of violence in particular – and about building resilient youth who can move away from violence – it may be a good idea to understand this emotion, and how it functions in this context.

Name Calling and other Shaming as Bullying:

Probably the most common name-calling slurs involve bullies calling their targets by various names for genitals, male or female. Even our language shame is associated to genitals referring to them as the “privates” – like anything to be ashamed of or kept private. And, this isn’t new. In early translations of the Bible, the word “shame” was used interchangeably to refer to the genitals and the emotion: pudenda (“parts of shame”). More primitive yet are various gestures of our primate cousins who in submission to social dominance are forced to display their genitals in a vulnerable way.

The modern, civilized human version of this is demonstrated when smaller or younger boys (socially less dominant) are forced or thrown outside the locker room – to be seen naked, and demonstrated as too weak to conquer a simple doorway. Various other hazing or bullying involving display or disrespect of genitals or ritual rape-like behaviors are discovered on a regular basis. Modern and sophisticated humans seem puzzled by these things; primatologists would find them ordinary.

The point is that shame and shaming are central and inherent parts of social sorting by despotic means. This connection is in our language of the most recent 2,000 years. And, even the most primitive and shocking ritual versions of it still arise spontaneously in highly-stratified and aggressive human environments. We cannot really understand and cope with bullying unless we are prepared to understand these aspects of humanity.

Pathways to Shame / Pathways of Shame:

In the bullying context, we navigate in and out of Shame – coming from Fear, Frustration, Anger, or Surrender – and back again. As I mentioned in previous posts, we often believe that just experiencing the emotion of fear makes a person “a coward” – and that belief leads to shame. Likewise with surrender – an irredeemably cowardly act. Frustration can be seem to mean incompetence – and therefore unworthiness – leading to shame. And, anger, acted-out in a way that violates personal values or social mores – or even just causes an unexpectedly poor outcome – can lead down the dark path of shame.

understand bullying sadness

Whether shame leads a person to be more vulnerable to accepting mistreatment, to abusing power, or to acting in aggression afterwards depends on various factors – including opportunity. But, the psychological need to conceal shame by any means can be truly overpowering.

The Shame Vortex: Targets of Bullying:

It doesn’t matter whether they’re vulnerable due to frustration, fear, shame, or sadness. These emotional states make a person more vulnerable to choosing surrender as a way to deal with abuses of social power or aggressive strategies of others. Once a person chooses to surrender, they must deal with the social and personal interpretations of that.

understand bullying targetsSurrender suggests both physical and psychological weakness – that they are safe to attack. And, a safe target draws abuse. Inwardly we well as outwardly the choice to surrender and the abuse that follows appear as “evidence” of unworthiness – shame.

Feeling unworthy, and having that sense of self reinforced from without by bullying children is bad enough, but adults witlessly compound the shame.

In schools, children are drilled on pretty language from the Declaration of Independence – the “self-evident truths” of basic human rights to which “all men” are worthy. There, it is ironic to have zero tolerance of self-defense polices where those amount to an official proclamation that bullied children are unworthy of basic human rights or dignity.

It is profoundly shaming construct for a child to recognize their dignity and safety are worthless compared to the convenience of an administrator.

If a child manages to break through such profound shame to communicate with a parent or other adult, they likely fare no better because adult intervention is usually structured in ways that anger the bullies without changing culture or circumstances for the child – who has only generated further proof of their incompetence and unworthiness – through the desperate exercise.  And, the cycle turns.

The Shame Vortex: Bullies:

It doesn’t matter whether they’re coming from frustration, fear, shame, or sadness.

These emotional states make a person more likely to experience anger – and to act that anger out through abuse of social power or other aggression. Once a person chooses to express anger through action, they must deal with the social and personal interpretations of that.

Socially, aggressively acting-out violates various rules, written and unwritten. The social response to this is often isolation, labeling, condemnation, or other punishment. Often, this carries a lasting stigma of “bad guy” reputation.

understand bullying shame bulliesActing-out aggressively against a weaker person violates most ethical frameworks across culture and time. So, this behavior is often a violation of the personal values of the actor, along with a possibly-public loss of control. Thus, both the social and internal personal responses can invite a person to feel unworthy or “bad” – shame. And, every punitive action and labeling is more evidence to support that conclusion.

If the first response to the fear, frustration, shame, or sadness was to act out aggressively, compounding the experience through social isolation may increase the sense of shame – returning the child to the strategy they know – acting out aggressively.

Reactions to shame may seem “obsessive” – from ritual-like behaviors desperate to create a sense of calm or security to angry outbursts desperate to conceal fear, incompetence, etc.

Most of our current system for coping with bullying seems to be more about “cure” than any effective “prevention”. The “cure” we most often see is punishment. Besides the fact that punishment comes after damage is done – and that it does not prevent future or more creative acting-out – punishment may make the situation worse.

In our society, punishments are usually calculated to increase shame (the most powerful bully-making emotion), and to remove other means of protecting or restoring self esteem. This often leaves the domination or humiliation of others the only available strategy for fulfilling those basic human emotional needs.

The Crime of Punishment:

Another way to visualize and understand a shame-bullying system, and the adult participation in maintaining it is this flow chart: The Crime of Punishment.

CrimeOfPunishment

Notice that standard punishments tend to be isolating, aggravating insecure social status – and to remove other means of protecting or restoring self esteem. Notice the opportunity for education and training to change the course of events. And, we know from many studies that education is the most effective means of reducing both violence and recidivism in prison systems. I wonder why we expect differently from youthful bullies?

Notice also that “negative attention” is attention, still – and a basic human emotional need. If the most reliable pathway to significance is through acting-out, and if the best quality “significance” a child is receiving is punishment, the behavior will continue or even increase. Harsher punishments may suggest that authority fears failure or is at the end of their wits. This may be a victory of sorts in that the bully realizes: “They’re like me.”

Next time, I’m going to reveal how you can protect your children against the most destructive dangers of shame and how to challenge shame that may exist. I’m also going to roll the entire series of posts on emotions into a single picture that you can understand – and act on easily.

In the meantime, I’m very interested in your personal experiences, stories, comments, questions or requests you have to learn about bullying and how to use Motivational Literacy to prevent or deal with it. Please share these things below, and I’ll do my best to answer them all.

 

 

 

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Understand Bullying: The Role of Sadness

Welcome (back?) to Understand Bullying and the role of sadness – the part that emotion plays to encourage the three actions of the bullying system:

  • taking Advantage of power
  • using Aggression
  • and Accepting mistreatment

At first glance, it may seem that sadness would only influence the third action of bullying – acceptance of mistreatment. Shame and surrender emotions both tend to lead into sadness.

But, we can understand bullying better when we notice that one common exit from sadness is angerwhich is also called one of the five stages of grieving. And, anger can easily invite expression through the other actions of the bullying system: taking advantage of power or using aggression.

understand bullying sadness
So, although our first guess about a child showing sadness may be that they’re more vulnerable to being a target, we have to allow that they’re also vulnerable to bullying behaviors as part of their coping with sadness or grief.

Sadness is a normal emotion, attached to normal experiences of life. And, as a culture, we love to be sad about things – partly because it sells.

I really said that: “sadness sells”. People get misty and they’re more vulnerable to a sales pitch that offers to perk them up – or to justify the D-word: “deserve”. That’s another pathway for the person who starts out feeling sad to find their way into abuse of authority or using aggression: “I deserve…” they say to themselves. And, off they go.

Back to Bully Culture:

This may seem counterintuitive at first, but look at the way our culture celebrates victim status – and suspends the normal rules of conduct and merit around anyone who has had misfortune. The messages from culture – and maybe from us – are that “victims deserve” something more than the average person.

Combine this sense of entitlement with the natural navigation from sadness to anger – and you’ve got immediate rationalization for bullying behaviors.

We can “give people a break” for misbehaving once. But, it’s important is to prevent such behavior from becoming a strategy – a consistent way to meet one’s needs. That sort of pattern will look disturbingly like the anger-and-blame vortex I described in the post on bullying and anger.

What Can I Do?

Sadness is a risk emotion for potential targets – and also a warning emotion that someone may be getting bullied. Sadness is also, a risk emotion for potential bullies. If a youngster you know is displaying sadness (and especially if they’re trying to hide it) – consider deepening your conversation with them – or seeking professional help for them.

The change you want to see is waiting – for you to make it happen.

…by modeling healthy ways to cope with sadness and grief.

It’s important for adults NOT to hide their own sadness – as if having or feeling or expressing sadness were something to be ashamed of. Vulnerability – and the ability to have it – is the opposite of weakness. Vulnerability is courage and strength – one of the anti-shame emotions.

Vulnerability is also fact: No normal person is without sadness and grief.

It is important to model that sadness is temporary – and that the other emotions around sadness are also temporary and expected (including anger). And, we must model that the anger is also normal and not shameful – when expressed in acceptable ways. Modeling – and accepting expressions of emotion in “safe places” and times can be very useful for navigating through sadness into something else.

When dealing with loss, it’s useful to realize that memories last forever – becoming resources to inform and enrich our future. Modeling this way of thinking – and acting – is the best way to invite children to also build effective strategies around sadness.

Remember the debriefing technique: Talk about experiences and emotions. Do that openly yourself and encourage children to learn this skill of self expression. It will pay dividends throughout their life in both self-growth and building strong relationships.

If a youngster you know displays, or tries to hide, sadness over an extended period of time – or at very intense levels – seek professional assistance to help them cope – and to help you coach – with the issue. There may be abuse or other problems that should be uncovered.

It is always easier to identify emotions and emotional patterns – and to learn skills for operating the emotional tool kit we are given – than to clean up messes created through poor operation of that took kit.

In the next installment I’m going to reveal the most powerful and significant emotion in the bullying system: Shame. I’m going to show how it interacts with the other emotions; how it can turn dangerously into a self-sustaining system; and what you can do about it.

In the meantime, I’m interested in your stories, remarks, suggestions, questions – and requests for information about dealing with different bullying or emotional navigation puzzles in your life. When you post a comment below, I’ll do my best to answer in a useful way. If you have something more private, just use the contact link here.

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Understand Bullying: Why Some Surrender

Welcome (back?) to Understand Bullying – Why Some Surrender. Last time, I promised to disclose why some surrender to being bullied, and how that choice can lead to shame, sadness, and depression – even becoming a life-long narrative of victimization – or even harm to self or others.

Motivational Literacy considers surrender as an emotion – that of giving up or accepting defeat. In the context of bullying, this is the third action of the bullying system: Accepting mistreatment.

undersand bullying surrender

Surrender is the most common navigation from frustration by American youth – and the second-most-common by American adults. We call it “surrender” because of the language and gestures that go with it – raising the hands and saying “I don’t need this”:

Surrender is also a common navigation from fear, as a person moves toward submission or flight. And, surrender is often the next emotion after a person feels overwhelmed.

Most people move from surrender into shame or sadness – other bullying system states that encourage accepting mistreatment. Some people will surrender briefly and bounce back into persevering toward their goal.

What we repeat in one context makes it more likely we will repeat it in another. If we habitually surrender to frustrations, fears, and challenges – we’re more likely to surrender to bullying – which is just another kind of frustrating and fearful challenge. Children tend to copy – and to generalize – emotional patterns like this. So, question #1 for adults is: “What are you modeling?”

How often do you use a phrase like this – or something similar:

“It’s just not worth it.”
“I don’t need this!” (hands up like the picture above)
“It’s just too much to keep doing it.”
“I’ve had it.”
“I’m done.”

Each of those – or anything like them – are probably a surrender in progress – the ending of some effort; the unraveling of some commitment.

Remember that emotions are faster than rational thinking? So, any “reasons” we offer about those phrases and choices are really rationalizations we’ve built AFTER choosing surrender. Our response to frustration, fear, or overwhelm – has been to give up and, ACCEPT THE LOSS (the third action of the bullying system!)

Forget your “reasons” for a moment, and just be honest about how frequently you use phrases like the ones above. Realize that frequency is your frequency of modeling “surrender” as an emotional navigation.

We repeat whatever we repeat.

Regardless of your past pattern, consider using the debriefing activity I outlined earlier in this series to improve your batting average. Remember that the debriefing activity isn’t a “secret adult thing”, but part of an effective life-skills kit that youngsters won’t use if they don’t think it’s normal. Remember that all high-performance athletes and performers use this kid of activity daily.

Surrendering to Bullies:

In earlier parts of this series, I’ve said bullying is “social sorting by despotic means”. And, the third activity of the bullying system is “acceptance of mistreatment”.

So, in the bullying context, “surrender” means accepting “your place” in the social order as dictated by someone else.

The bully isn’t just advertising their position over the target; they’re advertising their authority to dictate social order. And, others tend to follow along with this through the psychological pressures of conformity. (check out the video I posted earlier in this series).

And, if we repeat surrendering in the face of one kind of challenge, it makes surrender seem like a natural way to deal with another.

In our culture, surrendering is considered the act of a coward- a shameful act. To accept being “put in one’s place” – having one’s worth defined by another – implies that the self has no inherent worth – that all worth comes from the grace of more powerful people. This is shame. And, it is crushing.

bullying emotions

Shame is self-sustaining with surrender: Each begetting the other.

And, it is not surprising that sadness follows in a way that can be life-threatening to the surrendering, ashamed, sad person – or even to others. Some people will “bounce” out of their sad desperation through an explosive expression of anger and violence…

What Can I Do?

If we want to reduce bullying, we must make surrender a less common navigation for fear, frustration, and overwhelm.

One of the most important things adults should do to help this is to demand an end to “zero tolerance” for self-defense. That kind of policy send a message to the child that they are not valued – and shouldn’t value themselves – encouraging them to surrender – and feel shamed for being unworthy of protection.

They will be punished for NOT surrendering to one despotic organizer – by the power of a different despotic (patently unfair) social organizer.

This is another reason children suffer silently and don’t even talk to their parents. Under “zero tolerance” for self defense, standing up for themselves in the short term means bigger and farther-reaching punishment including, loss of grades, permanent record, and being labeled a trouble-maker (one who does not surrender).

Can we wonder why children would choose to surrender to the smaller and lesser of bullies – or why they choose to suffer silently rather than suffer even worse shame?

Adults should model effective coping with frustration, fear, and overwhelm by moving into states other than surrender and anger – by doing “troubleshooting” to discover and learn from the experience. Adults can also model perseverance – and maintaining that by taking smaller bites of the elephant. We should model a healthy diet of developmental frustration and fear – to build our tolerance and navigation into determination and resolve rather than surrender.

Beyond modeling, adults can facilitate healthy doses of frustration and fear -making sure to provide right-sized experiences so they grow rather than retreat. If we (or a child) takes too big a bite and winds up in surrender, model or coach a bouncing-out navigation – back into resolve.

Well-managed martial arts classes are a good venue for youngsters to face fears and frustrations and build the vital success habit of persevering and overcoming. Every fear, frustration, and overwhelming situation is another opportunity to model, practice, and encourage this habit – and to use debriefing to make sure they notice and take it in.

The change you want to see is waiting – for you to make it happen.

What are you waiting for?

Next time, I’m going to show the role sadness plays in the bullying system – and how it can lead down a dark path – to both being a target – and to bullying!

In the meantime, I’m very interested in your personal experiences – and any comments or questions you have. Please share these things below, and I’ll do my best to answer them all.

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Understand Bullying: Angry Kids

Welcome (back?) to Understanding Bullying. This installment is about Angry Kids – or really about the function of anger and the role it plays in the bullying dynamic.

The change you want to see is waiting – for you to make it happen.

All that’s left to do is to gain an understanding bullying and the emotions that run it – and apply that understanding in your daily modeling and communicating with young people.

understand bullying angerNow, let’s look at the emotion of ANGER, and how it operates with other emotions to encourage the three actions of the bullying system:

  • taking Advantage of power
  • using Aggression
  • and Accepting mistreatment

Last time, I promised to reveal how anger can turn dangerously into a self-sustaining system that works almost like an addiction – and what you can do to prevent or escape it. Remember that emotions are biologically faster than rational thought?

Have you ever experienced anger – and blamed someone – only to later realize that blame was misplaced – or that the anger itself seemed silly?

That’s what I’m talking about. Any weakness can inspire the emotion, and once it’s upon us, we need an object to make sense of the experience. In our game of mental catch-up, we often pick the nearest person or thing and write into our story to make sense of the experience.

When people act out or express anger, they usually wind up regretting it (don’t you?) – in a weakened social state or being ashamed (in the state of shame) over their actions. If they “swallow it” instead, that can result in everything from digestive problems, or another path into shame. Or a ticking time bomb of violent revenge…

One of the greatest risks with anger as the gimme-extra-strength drug is that a nice jolt of it feels like a double-espresso – or a line of cocaine. And, people can get into a habit or pattern of seeking excuses for a fix of that. Cycles like these tend to be isolating, which can further entrench them.

You can find really obvious examples of this on social media – where someone you know posts things to be outraged and angry about every day – maybe several times a day – and usually followed by a ranting thread of “they should be killed” sort of talk. That may be an “anger junkie”…

In Motivational Literacy, we recognize several of these repeating anger patterns. We call one of them the “Anger and Blame Vortex”:

anger and blame anger management

When a person enters an anger and blame vortex, they continuously move from anger – to blame – to feeling they are a victim – to the insecurity that creates – and from that weakness back into anger.

Anger is a universal emotion. We all experience it, and we all have to learn to cope and recover our grace after expressing it. Regardless of what a person claims “caused” them to feel angry, that emotion invites the bullying behaviors of abusing authority, and acting out aggressively – using those strategies to cope with feelings of weakness – whether they are actual or imaginary. Looking at things this way makes it much easier to understand bullying, and angry kids.

Just like fear and frustration, once we recognize the biological purpose and function of the emotion, we can acknowledge it as normal and universal. Doing that put us in a position to manage it better; to become ever more skilled at that; and to be forgiving of others who are also learning to deal with their own human challenges.

Manage anger in four steps:

  1. Acknowledge that it is natural – and have a sense of humor about it (not shame).
  2. Explore the weakness – identify it –see if it is even real.
  3. List resources that counter the weakness and put them to work.
  4. Create and acknowledge experiences of overcoming the weakness.

Adults can model this pattern, and teach and remind children to follow it. You can use the debriefing activity I talked about earlier in this series to improve coping with anger across time.

Again, I’m going to recommend well-run martial arts programs as an environment where a good coach will help youngsters recognize weaknesses that aren’t real (perceptions only), and acknowledge (rather than deny) any real weakness so they can cope through building skills rather than shame and acting out.

Next time, I’m going to disclose why some surrender to being bullied, and how that choice can lead to shame, sadness, and depression – even becoming a life-long narrative of victimization – or even harm to self or others.

In the meantime, I’m very interested in your personal experiences – and any comments or questions you have. Please share these things below, and I’ll do my best to answer them all.

 

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Understand Bullying: the Frustration Factor

Welcome (back?) to Understand Bullying: the Frustration Factor

If you’ve been following the series, you may remember how action-and-results-focused my other posts have been. Last time, I mentioned how things like reporting (statistics), judging (labeling), postering (kitschy sayings), and punishing don’t create real and useful change.

Anything that doesn’t build coping skills or shift culture isn’t going to make real change.

understand bullyingTo achieve real change, we want to understand the mechanics, and then commit to doing things differently. By understanding differently, adults must come to talk differently, to act differently, and to expect different behavior from our own children. That’s the definition of “shifting culture”. It’s not immediate; it’s not effortless; but it does pay huge dividends.

The change you want to see is waiting – for you to make it happen.

Remember that every action is an attempt to escape an emotion – or to create another. And, that emotions operate in relationships and patterns to form systems.

This time, we’re going to look at the emotion of FRUSTRATION. How does it operate with other emotions to encourage the three actions of the bullying system:

  • taking Advantage of power
  • using Aggression
  • and Accepting mistreatment

Last time, I also promised to reveal how completely necessary frustration is to our mental health, overall well being, and success – and to show how you should be facilitating healthy doses of frustration often.

Think about an achievement you are proud of – something you really feel self-esteem over having accomplished. Chances are you didn’t achieve it on your first try. It probably took focused effort over a period of time, and the overcoming of obstacles. Some of the obstacles probably took more than one try – and some learning of skills or growing of strength along the way.

Now, think about something mundane you do all the time – tying shoes, for instance. Do you feel much self-esteem over that? Why not?

True achievement means overcoming challenges and obstacles. And, the proof that an obstacle is a worthy challenge is that it takes effort – probably repeated effort, learning, and personal growth. Not getting what you try for the first time is called “frustration”. So, the process of doing something to call an “achievement” involves navigating frustration skillfully and repeatedly:

All roads to achievement and self-esteem run right through frustration.

And, there’s no way around it: Frustration is inevitably between you and any worthy achievement. In fact, you can’t even get to determination without going through frustration first – to build up the necessary intensity by testing commitment.

Motivational Literacy calls frustration a “worthiness test”: If a challenge isn’t enough to frustrate you – at least at first – it isn’t really worthy to help you build self-esteem. And it’s likely to bore you pretty soon.

Unfortunately, we’ve allowed marketers to convince us that frustration is intolerable, and our children are getting better at avoiding it than at coping through it. The result is that frustration builds bullying behaviors in ways very similar to the ways fear works:

bullying emotions
This happens when a person navigates from frustration to shame because they think feeling frustrated means they are incompetent, they are primed to conceal that shame by Abusing authority or acting aggressively.

Frustration can contribute to bullying when a person navigates from frustration to anger triggering the use of aggression.

When a person navigates from frustration to surrender and submission they are more likely to Accept mistreatment.

Any of these things can happen when someone is frustrated beyond their ability to navigate to more useful emotions.

Frustration can build into monumental determination when youngsters learn that navigation. Frustration can also inspire groundbreaking creativity if a person learns to choose that course.

These navigational choices can only be made if the child understand the emotion is normal (not shameful). While learning to navigate frustration, the challenges must be appropriately-sized, and the student must plan and rehearse the direction they want to go – by applying what we call the “measure of measures”…

Well-managed martial arts classes usually follow these guidelines, allowing children to face frustrating challenge repeatedly, and to deliver rehearsed responses so they can develop positive navigation of frustration. This can also be true of team sports and most forms of artistic expression as well.

Parents should model the understanding of frustration as normal – and a signal that they have stumbled upon a worthy challenge for their next achievement. Acknowledge frustration as the opportunity to learn and overcome rather than being something intolerable, shameful, or helpless-making.

Parents should be creating frustrating experiences of the right size for their children, and insure they are having them regularly. And, don’t rescue them or give in when the child navigates to surrender or even anger. That’s the wrong direction!

Facilitate frustrating experiences in both the physical and mental aspects of life, modeling and encouraging creative and persistent strategies to overcome challenge.

If you check your personal history, you’ll find this is the pathway you took to most of your own best achievements. You can install that effective strategy into youngsters with your modeling and orchestrating of learning experiences that culminate in achievement and self-esteem.

In the next installment I’m going to reveal how anger can turn dangerously into a self-sustaining system that works almost like an addiction – and what you can do to prevent or escape it.

In the meantime, I’m very interested in your personal experiences – and any comments or questions you have. Please share these things below, and I’ll do my best to answer them all.

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Understand Bullying: the Fear Factor

Most of what I find written about bullying falls into four categories:

  • Statistical reports
  • Labels and value judgments
  • Posters and Platitudes
  • Punitive actions

Statistical reports help us notice that bullying is universal across time and human culture, but provide no suggestions for useful strategies.

Labels and value judgments make us feel better, and allow us to create a frame to imagine our name-calling is somehow different than what bullies do on the playground despite the fact that the empathy-destroying effect is the same. Like statistics, labels are very helpful for finding a path forward.

Posters and Platitudes are well-meaning efforts that do more to make the adults feel better than they do to make real changes for children. At their worst, these programs are only models of hypocrisy: One does not build self esteem or social competence through posters, pledges, or platitudes.

Punitive actions are often of the one-size-fits-all, zero-tolerance variety – the laziest and least accountable actions the adult bureaucrat can get away with. Punitive reactions are often meted out equally to both bully and target in the clearest message of adult indifference to both children and to the principles of fairness those adults hypocritically prattle over. Punitive responses are often calculated to cause shame, which is really the fertilizer that grows bullying.

The problem is that reporting, judging, postering, and punishing aren’t things that create real and useful change through building skills or shifting culture. To achieve skill-building and culture-making, we have to understand the underlying mechanics, and commit to doing things differently on an individual level.

The change you want to see is waiting – for you to make it happen.

Every action is an attempt to escape an emotion – or to create another. Emotions operate in relationships and patterns to form systems that drive actions. This time, we’re going to look at the emotion of FEAR. We’re going to explore how fear operates with other emotions to encourage the three actions of the bullying system:

  1. taking Advantage of power
  2. using Aggression
  3. and Accepting mistreatment

Last time, I promised to reveal how important fear is, and why we should be having regular doses of it. And, we can’t understand bullying if we don’t understand fear.

You are in a restaurant with your family, enjoying a meal. In walk two hulking men in biker attire who take an immediate and obvious dislike to the mixed-race couple at a nearby table. The motorcyclists begin to speak in loud tones and obnoxious language, obviously designed to disparage the couple. The waitress takes orders from the men, who she appears to know. As they wait for their food, the loud, rude behavior escalates, obviously frightening young couple.

As the title of the CBS series asks “What would you do?”

This is also the trick – because everyone has a story about what they would do, though few people really know what that would be unless they’ve been there before.

We talk about “teaching character”, which at best is delivered in hypothetical situations in warm, comfortable surroundings. And, the stories about how “I’d teach ’em some manners” evaporate under the hot spotlight of fear. Suddenly, there are other considerations – like the safety of one’s own wife and children – and the many good reasons to “mind your own business”.

Motivational Literacy understands fear as part of the “crucible of character” – a context made of fear and opportunity – where our values meet our urges – and there both form and reveal our character.

Fear: the crucible of characterMarine Corps basic training is not held in an air conditioned classroom because we cannot “teach” character in an academic way. Most attempts to “teach ethics” fail for this reason. Always, there must be a context of fear and/or the opportunity to break our values. Only in that environment can we grow – or really measure – character.

That’s why it’s called the “moment of truth”.

This is also why we should be facilitating regular and appropriate doses of fear for our children – so they can grow the character and courage we say we want them to have. Depriving them of the fear they need to grow would be as cruel and senseless as depriving them of nutrition.

There can be no courage without fear.

And, fear is an inevitable emotion. If we don’t prepare youngsters to cope with it effectively, what later appears as their failings of character are rightly our failings as parents and mentors. If we don’t understand fear and how to use it for growth, we can’t understand bullying – or manage it.

These are the emotions related to bullying, and how they relate to each other:

bullying and fear

Fear builds bullying behaviors when a person navigates from fear to shame because they think feeling fear means cowardice. The psychological need to conceal shame is a powerful trigger for using aggression – to prove they are not “a coward”.

Fear can contribute to bullying when a person navigates from fear to anger and using aggression – or from fear to surrender and accepting mistreatment This happens when they experience fear beyond their ability to cope in other ways.

Or, fear can build into heroic courage when a child navigates from fear to resolve.

This can only be done if they understand the emotion is normal (not shameful), and have the opportunities to learn navigating appropriately-sized fear by following a good and rehearsed plan to success.

Repeating this process is part of how heroes are built.

Well-managed martial arts classes usually follow these guidelines, allowing children to face threatening stimuli repeatedly, and to deliver rehearsed responses. They also facilitate free-style experiences with properly-sized fear can be navigated to success. This same principle holds true for team sports, drama, public speaking, musical performance, etc. – when they are well-designed.

Parents can model the understanding of fear as normal: something to be learned from and mastered rather than something intolerable and helpless-making.

In the next installment I’m going to reveal how completely necessary frustration is to our mental health, overall well being, and success – or how it can become a trigger for dangerous addictions. I’ll show how you should be facilitating healthy doses of frustration often, and how you can be more effective yourself as you model skillful navigation of this normal and vital human emotion.

In the meantime, I’m very interested in your personal experiences – and any comments or questions you have. Please share these things below, and I’ll do my best to answer them all.

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Risk Factors for Bullying (part two)

Understand Bullying: Risk Factors (part two)

Last time, I shared the idea that the three A’s of bullying behavior – taking Advantage of power, using Aggression, and Accepting mistreatment – can be found more often at the upper and lower extremes of ranking systems like physical size, intellectual ability, popularity, etc.

I invited you to look at your own experience with bullies and bullying to notice how often that rings true. I wonder what you discovered…

That’s why last time, I promised to reveal the specific emotions adults should be looking for in the context of bullying. We should do this always, but especially in people who appear near the ends of any ranking system like those I mentioned last time.

RULE ONE about emotions: they are biologically faster than rational thought.

We are always playing rational catch-up to our feelings. This is part of what makes them useful for signaling in reliable ways. Anger can be masked by a smile, but not before providing a warning glimpse of itself to those who are paying attention…

Could you notice that someone was sad or afraid, just by the way they walk, or the expression on their face? So can an aggressive person looking for a “safe” target. These emotions are not only feelings; they are powerful communications that most often occur outside conscious awareness. This is part of the signaling system we use to sort our roles and find our places in the social order.

With that in mind, let’s pay special attention to these five emotions and the roles they play in the bullying system, either by inspiring or triggering reactions in bullies and targets:

  • Fear
  • Frustration
  • Anger
  • Shame
  • Sadness

FEAR

Fear of bulliesOnce we are in a state of fear, we’re likely to react in more extreme ways (more aggressively or more submissively) to any new input. So, fear can inspire target behavior (submitting or fleeing) or trigger bullying behavior (posturing or fighting). There are a variety of factors that decide which, and when.

And, the behaviors may BOTH happen in the same person and in a very short time frame: A child is menaced and punched by a stronger one, and within moments the targeted child may menace and punch a weaker one.

Fear can be a risk factor for being targeted – or even the instrument of bullying: A child with an intense fear is vulnerable to abuse of that fear – whether it is about insects or snakes – or even something actually life-threatening such as a food allergy. Food allergy bullying is becoming commonplace.

I had a client, “Larry” who came to me in his 40’s for a roller coaster phobia. As a child, little Larry had his first roller coaster experience while seated next to an older and more aggressive boy. When the older boy recognized Larry’s fear, he used that fear and threatened to throw Larry from the car on one of the high turns. As Larry clung to the safety bar for his life, the older boy violently rattled the bar and screamed that the tracks were broken and everyone was going to die, terrifying Larry (to the older boy’s great amusement).

This case illustrates several things, including the way a person in an already fearful state is more vulnerable to being further frightened. It also shows how fear can be attached to whatever we notice during the emotion: Larry came away from his experience terrified – not just of the other boy but of roller coasters as well – for the next 35 years.

Pre-existing fear may advertise a child as a “better target” because they may be more submissive. Or a fearful person ashamed of their fear may conceal it with aggression – triggering a bully into action.

This is why it’s important to monitor for fear, especially fear that seems to be ongoing or regular. The source of the fear isn’t important unless it is related to an existing bullying problem because any consistent state of fear places a child at increased risk of bullying – or being bullied. It’s especially important to watch for fear in children who are outliers on the status-related scales I outlined last time:

•    Physical size and ability
•    Economic status
•    Popularity
•    Intellectual ability
•    Health and Handicaps

In the next installment I’m going to reveal how important fear is (we should be having regular doses of it), what it’s useful for, and how to prevent it from transforming into super-bully-fuel (shame).

FRUSTRATION

Frustration leads to bullyingFrustration is the emotion of unfruitful efforts and unmet needs. Many people, Americans in particular, have a low tolerance for it – maybe due to marketing propaganda that suggests unpleasant emotions are either intolerable or are a symptom of a mental disorder.

Think about something that frustrates you. Think about the last time you were frustrated by it. Imagine yourself back in that situation, and notice the emotion that came to you right after the frustration.

Based on our studies, the emotion that most often follows frustration is anger; the second-most common is a feeling of defeat or surrender. Have you noticed a tendency to react more strongly when you’re frustrated? That’s normal.

Like fear, frustration magnifies reactions. It can inspire target behavior (submitting or fleeing) based on a feeling of defeat – or trigger bullying behavior (posturing or fighting) based on feelings of anger.

Frustration in others can be interpreted as a sign of incompetence. And, our awareness of that can lead us to feel shame about being frustrated. And, shame is the super-bully-fuel…

It’s important to monitor for frustration, especially in children who haven’t learned to navigate it well. Anyone who has a low tolerance for frustration – is frustrated quickly or easily – who reacts to it with distressing anger, sadness, or apparent shame – is at increased risk of bullying – or being bullied. It’s especially important to watch for frustration issues in children who are outliers on the status-related scales.

In a future installment I’m going to reveal how completely necessary frustration is to our mental health, overall well being, and success – or how it becomes a trigger for dangerous addictions. I’ll show how you should be facilitating healthy doses of frustration often, and how you can be more effective yourself as you model skillful navigation of this normal and vital human emotion.

ANGER

Angry bulliesAnger is the extra-strength-potion emotion. It tends to cause tunnel vision for whatever we think caused the need for extra strength. When studying anger we must keep rule #1 in mind. Emotions are biologically faster than reasoned thought:

First we feel the emotion. Second we try to make sense of it.

Because of biology, we will always be behind in this. That’s why we usually think the “cause” is outside ourselves – which means we are not in control of the problem. The extra strength and focus of anger are supposed to help fix that – to overcome and seize control.

Anger in others can be a warning sign: that they are in a state of elevated strength; that they will be less open to reason and more prone to action; and that they are seeking something to focus that strength against to get or demonstrate control.

These are also the reasons anger may lead to bullying behavior – and why the real “source” of the emotion doesn’t matter. Once someone enters the state of anger, mission #1 will be to make sense of it through “blame” or targeting the actions they will take.

A “need for extra strength” is the definition of “weakness”.

So, biologically, all anger springs from weakness, consciously perceived or not. Thirst and hunger are biological weaknesses we know make people prone to anger. A perception of weakness relative to another (on any of the social scales I’ve mentioned) may also encourage anger. And, shame is also a type of perceived weakness especially prone to activating anger. Finally, one of the recognized “stages of grieving” (a weakened state) is anger.

Anger is a common response or “next emotion” for ALL FOUR of the other emotions in the bullying system.

While anger erupting from fear or frustration usually gives some warning, anger that follows shame or sadness can be especially explosive and unexpected.

It’s especially important to watch for anger in children who are outliers on the status-related scales. Angry upper-end outliers will find it easier to blame – and abuse those below themselves. And, just being a lower-end outlier on any of those scales is likely to trigger anger – especially if there are other weak-making factors like poor sleep, poor nutrition, poor hydration, or other stressors.

A child who shows patterns of anger may be experiencing the emotion in response to one – or many of these things – and like everyone else will be playing rational brain “catch up” to the faster emotional system. So, they are most likely not able to be aware of all the real factors involved.

In an upcoming installment I’m going to reveal how anger can turn dangerously into a self-sustaining system that works almost like an addiction – and what you can do to prevent or escape it.

SHAME

Shameful bullyingShame is a key state for understanding bullying. Shame will commonly follow other bully system emotions, especially Fear, Frustration, or Anger. Shame is the belief that one is bad, or unworthy – and is the “super-fuel” of bullying problems.

Shame is the most concerning of all the risk-factor emotions.

Shame may be difficult to detect for those who are not skilled at non verbal signals, partly because it is “the secret emotion”people do their best to hide it, often behind anger or aggression. So, shame may be a trigger emotion for bullies.

Shame, like fear, can be used by a bully against a target – by threatening to reveal something like a secret crush they think themselves unworthy for – or an aspect of themselves like gender identification or orientation. People who believe themselves unworthy are also often welcoming of mistreatment. So, shame is a very high risk factor for targets.

Intense shame is closely associated with intense violence – toward the self or others.

We must watch for shame in children who are outliers at either end of the status-related scales – and look behind the emotions of Anger and Sadness, particularly, for an underlying shame that can dramatically increase the risk of participating in the bullying system – or of injury from that participation.

In a future post, I’m going to reveal how Shame interacts with some of the other emotions, how it can turn dangerously into a self-sustaining system, and what you can do to prevent or escape it.

SADNESS

bullying is sadSadness may come from many life experiences – including the choice to give up something due to overwhelming Frustration or Fear. One of the “stages of grief” is also anger – another bullying-related emotion. Sadness is also related to Shame – the bullying super-fuel, and prolonged sadness – especially when related to bullying – may be a risk factor for harm to self or others.

Sadness offers a rather clear set of non-verbal communications that may also make a sad person vulnerable at a target for bullying, although there is risk for the bully in the form of social blow-back, depending on the situation.

We need to watch for Sadness in children who are outliers on the status-related scales – especially at the bottom end. Sad lower-end outliers may be easier targets, may also be suffering shame. And, just being a lower-end outlier on any of those scales is likely to create  Sadness – especially in the absence of better position on any other scale.

Remember again that Anger is one of the main emotions people use to escape the weak feeling of Sadness. So, a chronically sad youngster may show explosive Anger.

Sadness is a risk emotion for potential targets – and also a warning emotion that someone may be getting bullied. If a youngster you know is displaying sadness (and especially if they’re trying to hide it) – consider deepening your conversation with them – or seeking professional help for them.

Next time: Understand Bullying – the Fear Factor

I would like to hear your stories, comments, and questions. And, I will do my best to answer any that you leave below. Thank you for participating in the conversation.

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Risk Factors for Bullying

Credible studies argue about the percentage of children targeted by bullying behavior, with study numbers ranging from as low as 20% to nearly 90% – and for children engaging in bullying tactics from as low as 15% to as high as nearly 50%. Regardless of which numbers are “more accurate”, even the low-ball numbers suggest two of every ten children are being “put in their (social) place” by despotic means.

How can we predict which children are at greatest risk – both for being targeted and for being bullies?

risks of bullyingRisk Factors for Bullying:

According to the National Institutes of Health, “children who are at risk of being bullied have one or more risk factors”:

  • Are seen as different from their peers (e.g., overweight, underweight, wear their hair differently, wear different clothing or wear glasses, or come from a different race/ethnicity)
  • Are seen as weak or not able to defend themselves
  • Are depressed, anxious, or have low self-esteem
  • Have few friends or are less popular
  • Do not socialize well with others
  • Suffer from an intellectual or developmental disability

And, if you Google “risk factors for bullying” or “warning signs of bullying” you’ll find all sorts of lists of specific things, like diet changes, mood changes, grade changes, social group changes, activity changes, and sadness. In other words everything a normal adolescent may experience is a warning sign or risk factor for bullying.

To me, these laundry lists sound like an old Jeff Foxworthy skit.

What these “dummy lists” don’t reveal are the underlying structures and emotional patterns of bullying, or of being targeted. What we need is to decode the dynamics of the underlying system…

Let’s start off with some examples to get the basic understanding, and then graduate to a  bigger picture understanding. You may be surprised by which of these are risk factors for being targeted and which are risk factors for being a bully.

We’re going to call the Risk Factors “Sick”, “Strange”, and “Social Status”.

at risk for bullying“Sick” is going to refer to every kind of physical or mental infirmity, lack, or delay of any typical ability, including:

  • Allergies (food allergy bullying is now common)
  • Autism
  • Fears & Phobias
  • Stuttering
  • Small stature
  • Special needs of any kind
  • Physically clumsy
  • Socially awkward

The “sick” category includes children who are different in some way that is inherently (biologically / psychologically / developmentally) weaker relative to others in their age group. Members of the “sick” category are at risk for BOTH being targeted and being bullies (more details on this in the next two blogs!).

what is the risk of bullying“Strange” is going to refer to children who are strange in any way relative to the main group:

  • Appearance
    • Large stature
    • Clothing
    • Hair
    • Skin
  • Behavior
    • Accent
    • Customs
    • Religion
    • Likes & Dislikes (incl. gender identification)

In America, the code-word for the “strange” category is “gay”. That term, in the context it is used, does not necessarily refer to gender identification or sexual orientation – just to “strangeness”. The typical language is: “That [haircut / shirt / shoes / book, etc] is gay.”

The “strange” category includes children who are different in ways not inherently weaker or more vulnerable compared to the main group. Some of those differences may be cultural, or even cosmetic. Like the “sick” group, members of the “strange” category are at risk for BOTH being targeted and being bullies (more details in the next two blogs!).

what is the risk of bullying“Social Status” refers to children at either end of the socio-economic scale. The farther a child is from center – the less “normal” they are compared to the larger group – the more vulnerable they are to either being targeted or to bullying others.

Higher Social Status places children at risk of perceiving others as objects, and therefore treating them like objects (bullying). It also makes them obvious targets for those who would try to raise their own status through despotic means.

Lower Social Status places children at risk of being “kept in their place” by those with higher status (those they may otherwise threaten socially). Lower social status children are vulnerable from the beginning, due to various expectations (biases) by teachers, administrators, etc. They are also vulnerable to the temptation of climbing the social ladder through aggressive means (bullying).

So, whether a child is nearer the high end or the low end of the scale, other-than-average social status raises that child’s risk for BOTH being targeted and being bullies.

risk factors for bullyingAnd, this is where we graduate from specifics to a general understanding: If we draw enough bell curves on enough different days, based on enough different criteria, any child is going to appear as an outlier. And, the outliers of ability and status are more likely to engage in the three behaviors of the bullying dynamic:

  1. Advantage (taking advantage)
  2. Aggression (using aggression)
  3. Acceptance (of mistreatment)

With this understanding (and the statistics above) I want to dispel the image of the stereotypical bully or target. We must understand that these roles – like the motivations and opportunities related to them – are not static across time. These are reactions to situations, that if repeated consistently across time will become the character and identity of a person.

So, the mission of adults cannot be to prevent every occurrence of social organization through despotic means. We cannot prevent every abuse of advantage – or every aggressive response to perceived disadvantage. We cannot make every child feel like standing tall at all times. Telling children to “play nice” – and punishing them for not being nice – is a strategy not based in reality – and one that causes harm.

What Can I Do?

The mission of adults must be to recognize natural human vulnerability to making short-sighted choices. We must recognize that temptations to make poor or emotional choices are highest whenever a person is farthest from the middle of the pack – on any measure – whether that shows up as temptation to abuse an advantage, or to use unacceptably aggressive means to win, or to give up one’s self respect.

It is when emotions run highest we find the best opportunity to both see and to mold character.

Notice that we witness “unsportsmanlike conduct” far more often at the extremes of standing, score, or time – when emotions are high. We see poor conduct less often in the players, coach, or parents at the middle of the running.

Wayne Gretzky is famous for saying he “skates to where the puck is going to be rather than where it is”. If we look for “warning signs” that a child is already being targeted – or bullying others – then, we too far behind to win this game.

If we want to know “where the puck is going to be”, we can realize that it is most often going to show up away from the middle of the pack – near the upper and lower ends of bell curves that relate to social status – scales like these:

  • Physical size and ability
  • Economic status
  • Popularity
  • Intellectual ability
  • Health and Handicaps

Outliers on these scales are at (higher) risk for either bullying or being bullied. This understanding should help narrow our focus to other indicators, and invite us to apply preventative strategies that have additional far-reaching advantages in their own right.

Next time, I’m going to reveal the surprising specific emotions you should be watching for near the ends of these scales – and what you can do about them.

In the meantime, I’d like to hear from you about your experiences with bullying.

How have you noticed bullies or targets as “outliers” on any of the five scales above?

Who do you know now – children or adults – who are outliers on any of those scales?

And, how do those people score for using bullying behavior (or for being targeted)?

Do you have any questions about this?

Please share your observations, stories, and questions below. I’ll do my best to answer everyone.

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When to Take Action Against Bullying

Adults feel a strong urge to protect their young. Many are aware of a need to balance that urge with the developmental needs of children. And, bullying is an especially sticky context for that balancing of protectiveness with the freedom to grow.

In May of 2012, University of Michigan’s National Poll on Children’s Health asked adult opinions about when Schools should intervene in bullying situations. Here’s what they found:

•    95%  if a student makes another student afraid for his/her physical safety.
•    81%  if a student embarrasses or humiliates another student.
•    76%  if a student spreads rumors about another student.
•    56%  if a student isolates another student socially.

bullying adult intervention

It’s great to ask adults this question – but not as important or interesting as asking children the same question. They’re the ones in the situation, trying to cope and to learn how to resolve conflicts. They will also have to balance the social consequences of an adult rescuing them – which can make things worse.

Informal surveys of youngsters I have met or worked with around this issue suggest most of them agree with the adults – about a need to intervene when there’s a fear for their personal safety.

If they fear being hurt, they want adult intervention.

But, for situations less intense than that, most prefer assistance learning how rather than having adults do it for them. They have an intuitive understanding of their need for skills, and a natural desire to learn them.

Let’s think about “intervention” in three levels:

  1. Direct Intervention
  2. Supportive Intervention
  3. Preventive Intervention

bullying time to take actionDirect Intervention is often remedial because things have decayed to the point of a credible threat to someone’s safety. That threat can be due to violence, or because the target child’s coping skills are insufficient for them to recover and grow.

Reaching the need for Direct Intervention means the “posture and submit” system has failed for some reason. So, Direct Intervention strategies are “fight or flight” reactions:

  • Punishing the bully in some way – expelling them from school, bringing legal actions, or criminal charges, etc.
  • Helping the target to flee the situation through transfer of classes or schools, changing their schedule, home-schooling, etc.

Direct Intervention strategies may relieve the threat of harm, but in the process abandon the learning and growing opportunity for the children. Because human beings tend to adopt a single strategy solution for resolving their needs, it is difficult to use Direct Intervention without seeming to suggest the bully adopt strategies of “be sneakier”, or “find another target”. Likewise, Direct Intervention seems to suggests the target adopt “flight”.

This does not prepare them to function in the real world – where resolving conflict is best done with more nuanced strategies.

Direct Intervention tends to be expensive and inconvenient. So, be sparing with it and use the other two methods as much as possible.

Direct Intervention should happen when there’s a credible threat to someone’s safety – whether from violence, or due to impaired coping skills.

Supportive Intervention leverages challenging events into learning and growing experiences – and should reduce or prevent the need for Direct Intervention.

Supportive Intervention is three simple steps:

  • Conversation
  • Coaching
  • Cheering

The first part, Conversation, means having open lines of communication with kids – and especially about social issues. When (not if) your child experiences difficulty in social situations, you’re already talking about it. And, it isn’t weird, because you’ve primed that pump (see below). You help them talk through the issue to understand what is going on and how to work with it. Good conversation leads into the next step, when it is needed…

Platitudes and rote sayings about “sticks and bones”, etc do not qualify as Conversation!

adult intervention in bullyingThe second part, Coaching, means exactly that – a four step process used by EVERY high-performance athlete, business person, public speaker, musician, and performer of every kind across the world and across history:

  1. Debrief   (the previous performance)
  2. What if?  (ideas for future performances)
  3. Experiment   (test the ideas in a controlled setting)
  4. Rehearse (condition the responses they want)

Begin by Debriefing experiences and perceptions. Include teaching the difference between an opinion and a fact, and the difference between one person’s experience of an event and someone else’s experience of that same event. Teach that different people give different meanings to the same experience – and that means they feel differently about it.

Follow that with “What would you do differently?” questions – and EXPERIMENTS you may facilitate based on those questions. The mission is to prepare, not to pander. Let your child act the part of the other party, and see what you can do with the challenge – what can you model for them. Then, can they model what you demonstrate or not? If not, what can you come up with (together) that they can model?

When you have an idea, help them rehearse. Children may think it’s “weird” unless you make it normal: Find their sports or performance heroes and find out that person’s rehearsal schedule. Find some YouTube footage or an article to show that’s how success happens. Then, make the process fun together time.

The Coaching step may be repeated a few times before success is finally realized – just like any star athlete. And, this is an important understanding the child must come to. We may have to approach a problem more than once, with more than one imagined and rehearsed solution, before we get to success. And, that’s where the final “C” comes in:

Cheering is the Supportive Intervention program’s vital step. No achievement is complete without recognition and celebration of the success, once it’s realized. Make sure you emphasize the satisfaction and self esteem they can experience from having solved a life puzzle and built a skill that can serve them in the future.

Supportive Intervention for custom-building skills for specific life-challenges can run the range from verbal skills to self-defense skills, depending on the nature and intensity of the challenge.

Supportive Intervention should be given whenever a child finds friction or challenge in social sorting or even escalating bullying where self-defense may become necessary.

Preventive Intervention: is what it sounds like – all the things you do to help reduce the need for Supportive Intervention, and hopefully to avoid the need for Direct Intervention.

Preventive Intervention includes modeling social skills – and the explicit conversation around noticing and caring about others’ feelings and our own – and using those understandings to better our performance in life – just like any high-performance athlete.

Modeling is the most important aspect of  Preventive Intervention because children learn more and adopt more strategies from modeling than from being told what to do.

Seeking, committing to, and enjoying specific training is another aspect of Preventive Intervention. This includes everything from communication skills, to self-mastery skills, to self-defense skills. The word “training” means to change one’s habits and habitual reactions to things. This includes training non-verbal communications that have a protective effect, even if you aren’t paying attention to them at that moment.

Practicing the skills you learn – and sharing that practice with your children as part of a fun and excellence-building lifestyle – is another part of the Preventive Intervention strategy. This is a good reason to join training groups, or martial arts schools, and to be socially active along with your child in anything they’re doing – as part of your modeling the deliberate building and use of social skills.

Preventive Intervention, like Supportive Intervention, pays life-long dividends in skills and safety – and it does so at an efficient rate of return. Make the investment!

parents intervene bullyingPreventative Intervention should be happening on an ongoing basis. If you aren’t participating through prevention, you may wind up doing Direct Intervention.

Remember that sorting out social status is a process parents CAN NOT do for their children, and attempting to do so generally backfires, often making things worse rather than better. The time to take action against bullying isn’t later. It’s right now – starting with having more frequent and directed conversations with your children.

Next time: Understanding Bullying- Risk Factors (you never heard of)

Until then, I would like to hear from you:

  • What are you actively doing in the area of Preventive Intervention?
  • What have you experienced with Supportive Intervention?
  • Have had to use Direct Intervention?

I would love to hear your stories, comments, and questions. When you leave them below, I’ll do my best to answer.

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Always Getting Bullied

always the victimLast time, I shared four reasons some kids always get bullied, including:

  1. Children with autism spectrum disorders.
  2. Children with lower social and communications skills.
  3. Children may take-on the identity or social role of “victim”.
  4. Children who develop a social symbiosis with one or more bullies.

This time is about what we can do about the special case of “always getting bullied”, no matter where they go. By now, you’ve probably noticed two themes:

  1. Don’t live in denial of observable systems.
  2. Check yourself, and model what you want to see.

We are supposed to be the adults; it’s helpful when we can act like it.

For children with autism spectrum disorders:

Know that many people with autism may appear only slightly odd. And, whether you have one in your life or not, educate yourself about this too-common issue – and some of the fascinating ways these people experience the world. You may discover that learning about them, and having empathy for their experience of life may inform you about your own in unexpectedly useful ways. It certainly did for me…

Your children should have basic literacy about this syndrome, because their ability to interact effectively, compassionately, and respectfully with people on the spectrum will play a role at some point in their lives. I recommend any books by Temple Grandin, and also the emerging work by autistic teen author Carly Fleischmann.

If you have a child on the autism spectrum, advocate for them without labeling them “victim” or otherwise encouraging a helpless identity. And, don’t let others do it, either. Advocate for education and literacy about the syndrome and about effective interaction with them. Advocate for education of their peer-aged children to understand as well.

For children with social and communications challenges:

Social awkwardness in children is a developmental and learning issue – not a personality, identity, or disability. What is not learned intuitively can and should be taught explicitly – at appropriate ages. Delays in learning will create hardships later.

If you aren’t certain about your child’s development in this area, or if they are having social troubles, seek some professional advice or assistance – from making sure their eyesight and hearing are good – to explicit training in both verbal and non-verbal communication skills.

always betting bulliedThis is another opportunity to take the lead by modeling: Take a course to enhance your own communication skills and use those skills openly. Consider taking your child to the course, if it’s age appropriate. Share things you learn explicitly, and engage in the activity of “people watching” – eavesdropping on body language from across the park, for instance.

You may find that such a course pays for itself through a raise or even a better job, though improving your child’s life through a shared adventure will be priceless...

For children who seem to identify as “victim”:

Check how you advocate for them. Refrain from using the word “victim” – or from allowing others to name-call your child in that way. Bullying situations are not static – nor are the roles children will be experimenting with as they try to find their place in the social order.

Make like a good stage-parent, promoting your child into a variety of roles so they don’t get – or accept getting – type-cast. Seeing it in that light may help you be calmly assertive and creative in how you achieve this. Encourage your child to experience other roles – in other contexts, if necessary. Every child should play roles like “teacher” and “reporter” and even “person in charge”. Facilitate that.

Make certain you invite your child’s input and expression, and treat their voice as central. Keep meetings and discussions short and to the point – and not the source of drawn-out attention. Make sure opportunities for other rewarding interaction are fully available. Make certain the most reliable way to achieve meaningful attention does NOT center around being victimized – or in trouble.

If any child seems to be adopting the role of victim, seek immediate professional assistance with actual therapy and training (not just pills).

For children at risk of becoming “professional victims”:

stop being a victimIdentify the other two participants in the three-part play: The “protector” and the “bully”. BOTH are also socially benefitting from the situation – at the expense of the target.

Notice that people who identify as “victim advocate” and receive their worth from that role require victims for whom to advocate. Realize that for many of them, having “their victim” become empowered and free of a need for their service will not be ecological for them.

If you are playing the protector role yourself, get honest. Also, get professional help along with the child. You should probably also recruit someone else to be the official advocate for dealing with the bullying situation.

If the above paragraph offends or scares you, weigh your short-term comfort against the long-term well being of your child – and seek help.

For All Children:

  • In all these things, how you personally feel about, learn about, and react to things is more important than what you tell your children to do.
  • Discourage labels and name-calling – including “victim”; encourage use of persons’ names.
  • Discourage the idea of static and fixed “roles” (labels); encourage the idea of roles shifting with context.
  • Discourage the notion that capability is defined by identity; encourage the notion that for everyone, capability is an ever-increasing factor.

Next time: Adult Intervention – When To Act

In the meantime, I would like to hear from you.

What stories do you have about bullying, “professional victims” (or “protectors” out of control)?

What else would you like to see in this space, as the series progresses?

When you will put your comments, suggestions, and questions in the space below, I’ll do my best to answer them.

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