Download Managing Power Struggles

MENTAL DISORDERS and
MANAGING POWER
STRUGGLES
Bernard A. Yates, LCSW-C
July 16 and 17, 2009
[email protected]
Objectives
• To look at the mental disorders that affect
our students
• To understand how these conditions
impact the child in stressful situations
• To learn ways of dealing with students
and assist them in managing difficult
situations
Introduction
• Know your child.
• Know the diagnosis the treating
professional has given the child.
• All behavior has a goal.
• Know yourself and your buttons.
Goals of Misbehavior
• Attention
• Avoidance
• Control or Power
• Revenge
• Expression of Hopelessness
POWER STRUGGLE
• An interaction
• With the goal of gaining control of the
situation
• Win-lose interaction
• Each partner utilizes different tools
– Student: disrespect, arguments, etc.
– Teacher: Authority, orders
A look at diagnoses
• A diagnosis is not a clear description of the
problem
• All children exhibit symptoms along a
continuum.
• The diagnosis could be inaccurate or
misleading.
ADHD
Symptoms
• Difficulty attending to class work
– Over attends to stimuli
• Easily distracted
• Impulsive, acts without thinking
• Is accustomed to being “in trouble” and is
defensive when corrected
Goal of misbehavior: Attention
ADHD in a Power Struggle
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•
•
•
Effect on Interaction
Defensive when
confronted
(perception)
External locus of
control
Negative attentionseeking
Overwhelmed by the
work
•
•
•
•
Your Response
Use calming
techniques
Reinforce who is
responsible
Teach positive ways
of getting attention
Teach “chunking”
Depression
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•
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Symptoms
Low Mood, sadness
Irritability
Poor motivation
Withdrawn
Goal of Misbehavior: Avoidance or
expression of anger
Depression in a Power Struggle
Effect on Interaction
• Difficulty Motivating
self
• Hopeless feelings
• Catastrophic thinking
Your Response
• Relationship may be
the key
• Feelings are not facts
• Challenge thinking
Bipolar Disorder
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•
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Symptoms
Vacillation from highs to lows
Possible psychosis
Delusional thinking, Grandiosity
“Rules do not apply to me”
Goal of Misbehavior: Power or Control
Bipolar Disorder in a Power
Struggle
•
•
•
•
Effects on Interaction
Highs are silly or rage
Believe their
grandiose thinking
Can look antisocial
Can be paranoid
•
•
•
•
Your Response
Do not negotiate
Set firm limits and
enforce consistently
Know your feelings
Know who is treating
the student
Anxiety Disorders, Including
OCD
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•
•
•
Symptoms
Worry/stress about anticipated events
Avoidance is the cornerstone. Often looks
oppositional
Student really is “stuck”
Can look like ADHD
Goal of Misbehavior: Avoidance
Anxiety in Power
Struggle
Effects on Interaction
• Fight or Flight
• Stuck on negative
thought
• High Stress level –
watch for aggression
Your Response
• Do not impose
physical closeness
• Feelings are not facts;
give choices
• Calm first and then
problem solve
PTSD
Post Traumatic Stress Disorder
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•
•
•
Symptoms
Hyper vigilance
Easily startled
Can become aggressive in a panic
Sexual abuse can complicate relationship
Goal of Misbehavior: Escape or Avoidance
PTSD in a
Power Struggle
Effects on Interaction
• Panic can lead to
flight or aggression
• Child feels very
unsafe
• Child may be seeking
a physical/sexual
confrontation
Your Response
• Express limits
verbally, avoid
physical
• Bring child to a safe
place to process
– Only when calm
• Be aware of child’s
goal
Attachment Disorders
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•
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Symptoms
Wide range of severity, from mild to severe
Skewed relationships: Avoidant, Ambivalent,
Disorganized
Inhibited and Disinhibited
Extreme need for Control
Goal of Misbehavior: Control
Attachment Disorders in a Power
Struggle
Effects on Interaction
• Will attempt to “split”
staff
• Approach/Avoidance
• Negative cycle of
behavior
Your Response
• Be aware of your
feelings
• Keep boundaries
clear
• Set clear limits and
consequences
without showing
emotion
ODD AND CONDUCT DISORDER
• Are descriptions of behavior and not clear
statements of what drives the behavior.
• ODD is most likely based in Anxiety with
the goal of controlling the present
situation.
• CD is most likely caused by untreated
Depression and ADHD with the goal of
power.
Teacher responses
• Set clear limits and consequences ahead
of time.
• Consistently enforce consequences
without getting angry.
• ODD wants a good relationship with you
while CD simply wants power.
• Know your emotions and buttons.
Conclusion
• Know your student.
• Know yourself and your buttons.
Power Struggles, Successful Techniques
for Educators
Allen N. Mendler, Ph.D.
Discipline Associates