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conflict conflict management conflict resolution interpersonal conflicts Listening skills Resolve conflicts in private

Resolve Conflicts In Private Whenever Possible

One day I was presenting to a high school class a lesson on mature ways to resolve conflicts when a student we will call Tony raised his hand. school conflictWhen I called on him, he said, “Dr. Rubin, how would you resolve this? This here Tina (he points to her) and I were dating, and now I decided to end it. I’m seeing another girl. But Tina, she keeps calling me even though I told her to stop.”

Tina’s face has now turned red and other students have started calling out their views about what was going on. Some shouted that Tony didn’t just tell Tina not to call, but he had done so by becoming verbally abusive toward her in an effort to get her to stop calling. Some felt that Tony had to be abusive or Tina wouldn’t stop calling, although she had continued to call him despite his abusiveness.

Part of me wanted to begin an intervention to resolve the conflict right there in the classroom in order to model some of the very skills I had been teaching. privateBut seeing the emotional reaction of Tina, and noticing the escalation of feelings that were being expressed by others in the classroom, I quickly explained to the students that it is usually best to work these types of conflicts out in private. I offered to meet Tony separately, and then Tina, and then, if they both agreed, I would meet with both of them together without the rest of the class watching on. I then asked the rest of the class why this might be the best way to work this out.

As the discussion continued, I mentioned that there are a few research studies that are related to this issue. angry-couple-arguingThey suggest that people are more likely to escalate an argument into a fight when spectators are around (see, for example, “Impression Management and the Escalation of Aggression and Violence,” R. B. Felson, Social Psychology Review, 1982). There are, of course, exceptions to this. For example, if two people agree to have a third party mediator help to resolve a conflict, the presence of the mediator tends to reduce subsequent aggression. courtroomAnd in a courtroom, the public has a right to observe the legal proceedings involving certain conflicts for a number of valid reasons. To protect everyone in this process, there are courtroom officials on hand that help to assure that disagreements don’t escalate to violence. Moreover, if the presiding judge sees audience members interfering with the legal process, he or she can order them removed by trained security personnel.

questionsAs my classroom discussion continued, it became clear to me that the topic raises four relevant questions worth thinking about:

  • At what point does it make sense to ask for a private meeting?
  • Where is the best place to have the meeting?
  • What is the best way to ask for the meeting?
  • Are there useful things to do to prepare for the meeting?

Although every situation is different, and each situation may require a different answer to these questions, in the remainder of this post I will offer some suggestions I think are worthwhile to consider.

At what point does it make sense to ask for a private meeting?

tensionIn my opinion, usually as soon as you recognize that some tension is beginning to surface, it’s time to ask for a private meeting. I say this because even if you think you can tolerate the tension, others around you may not. In many situations, in addition to the participants in the conflict beginning to feel uncomfortable with what is going on, others are also feeling roughed up. People may feel as if they are walking on egg shells in the presence of the antagonists.

workers-angry-fightingIn a business environment, this can create a hostile work environment for the other employees not directly involved in the conflict. Many supervisors are trained to intervene in such situations in order to put a stop to this, and for some, they hate this part of their job. Thus, they may just choose to get rid of one or both of the antagonists. Additionally, some supervisors may be less inclined to promote employees that can’t get along with one another.

schoolIn a school setting, it also usually makes sense for a student to seek to work out a conflict with another student as quickly as possible. As in the business setting, in addition to the two antagonists in the conflict being affected by the mounting stress, other students can start to feel uncomfortable. For example, one party in the conflict might say something to the other party, and when this is overheard by others, some may be torn between two friends. school tensionSometime one of the two parties may insult the other who is a relative of the insulted party. Before long, the whole school climate can be adversely affected.

It is also important for students to keep in mind that there may be a time when they will need a recommendation from a teacher or counselor for a job or college application, and the last thing that you want is for someone to write that you have difficulty getting along with peers.

Where should the meeting take place?

In my opinion, whenever possible, a face to face meeting is way preferable than a phone conversation, texting, social media platforms, or emails. The use of the eyes, facial expressions, and hand gestures, humanize the interaction far beyond what is achievable in less personal interactions.

Now, my next suggestion might sound contradictory because I earlier emphasized that the meeting is best held in private. coffee shopHowever, in my opinion, the ideal place is a semi-private place such as a coffee shop or fast food restaurant that is unlikely to have present anyone either party knows, and at a time when the place would be relatively quiet. In such places, you can find a seat that if you speak softly you are unlikely to be overheard. And even if you are overheard, it is very unlikely to really matter.

The value of having a few people around just out of earshot is that you and the other party will be less likely to get into a shouting match. Moreover, just knowing that someone in the semi-private place might end up calling 911 if things begin to look like they are turning dangerous can keep stress at levels that are more conducive for clear thinking.

phone conversationNow, I understand that for high school students, setting up a meeting in an ideal place might not be possible. Many students live far from a convenient meeting place. If there is no public transportation available, setting up a phone conversation might be your best option.

What is the best way to ask for the private meeting?

Rehearse in your mind what you are going to say at least ten times. I suggest using a soft, concerned voice. It seems to me that you would want to avoid any name calling or threats. Something like the following has worked for me:

For this example, let’s call the other person in the conflict, Jill. Eye-ContactLooking directly into Jill’s eyes, say, “I’m beginning to feel some tension between us, Jill.” Then pause, to see and hear how Jill reacts. Listen carefully, and look like you are listening carefully, by looking up to her eyes from time to time. summarizingWhen she appears to be finished, summarize what she has said without trying to defend yourself in any way. Then pause to see if she wants to add anything more or to correct something you said in your summary. Then say, “I think I understand, Jill. Listen, not only am I concerned about what feels to me like tension between us, but the others around us are going to start to feel pretty uncomfortable about it as well. That’s not good for them, and for a number of reasons it’s not good for either of us. So, I think it makes sense that we discuss this fully in private.” Then tell her where and when you want to meet.

Quiet ConversationThis can be done in a couple of minutes by calling Jill over to a relatively quiet area and speaking softly. If Jill refuses to meet with you, let her know that that is her choice. Then, just end by saying softly that you hope she thinks about the concern you raised and let her know that you hope she changes her mind about meeting to discuss this.

In my opinion, even if the other person chooses to not meet with you, bringing this issue to his or her attention plants a seed. It is very possible that you might begin to see some improvements shortly afterwards.

Are there useful things to do to prepare for the meeting?

writing-glasses1I suggest writing out a statement in advance describing the situation in your own words. If there is someone you respect that is not involved in any way with what is going on between you and the other party, consider showing that person what you have written. Then have a discussion about the situation with this respected person.

Before the meeting, remind yourself that you want to give the other party a chance to tell his or her side of the situation without interruption. listeningAbove all else, you want to give the impression that you are a good listener. This involves looking, from time to time, into the eyes of the other party and summarizing what he or she says.

Well, obviously there is far more to resolving these types of conflicts, but that’s all the time we have for today. I hope you give these ideas some thought.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional and social intelligence. To begin at the very first post you can click HERE.

Categories
Bob Dylan conflict resolution laughter Laughter and sadness Theme Time Radio Hour

Bob Dylan On Laughter

Bob Dylan2Regular visitors to “From Insults to Respect” know that from time to time I like to select one of Bob Dylan’s “Theme Time Radio Hour” shows to help enrich our understanding of an important topic. Bob’s shows have so far helped us to take an insightful look at why people might seek to insult us by calling us certain types of names, and at how crying, happiness, luck, and being rich or poor is related to respect.

laughterToday, we turn to Bob’s show that explores the theme of “laughter,” a topic that is related to insults and respect in a number of ways. For instance, some people throw insults at us in a playful way in the hopes of provoking laughter. If we learn to take it well, laugh along, and show we don’t take ourselves too seriously, this potentially can enhance our reputation. NAME 7Then there are situations during which someone throws out an insult in the hopes of humiliating us, and it leads to derisive laughs from those who are listening. In such situations, if we can learn to keep our heads up high while making allowances for the level of maturity of the insulter, this too can potentially enhance our reputation.

There are a host of other connections to laughter, insults, and respect as well. So, without further ado, let’s see what Bob has to contribute to this not always humorous subject.

Bob On the Theme of “Laughter”

After a few opening lines, Bob tells us:

Ernie Chaffin

“To start things off, the rockabilly performer with a mile high wide country streak. Here’s Ernie Chaffin, “Laughin’ and Jokin’.”

Hardly a funny tune, the lyrics have led many a hearty fellow to shed tears in his beer. Here’s a few of its lines:

Well, I’m laughin’ and jokin’
Tryin’ to fool a heart that’s broken
Tryin’ to tell myself that I don’t love you no more

Well I’m jokin’ and clownin’
Gotta fool a heart that’s drownin’
Though I feel like dyin’
There’s no use to cryin’ no more

Got to hide somehow the way I feel
I gotta save my pride, though I hurt inside
‘Cause you went back on the deal

Laughing and cryingThe song deepens our understanding of both laughter and sadness because it reveals how some people think they might lose some respect if they appear, even to themselves, to be sad over the loss of a love. Better, they think, to appear to be laughing and joking about the whole mess. And yet, the song became a big hit in large part because in actuality most of us can deeply relate to someone who experiences at such times genuine sadness. Meanwhile, some may actually see through your pretense of taking the breakup so lightly. If they do, might this enhance or diminish the respect they have for you?

After the song, Bob tells us, with the sounds of an opera in the background, that,

Caruso“A lot of people laugh and joke no matter how they feel inside. The tradition of the sad clown goes back to at least 1892 when the opera “Pagliacci” was first performed. The opera is about the saddest of clowns. Enrico Caruso’s recordings of the arias of “Pagliacci” were the first records to sell over one million copies.”

I guess this makes it pretty clear that it’s not just rockabilly fans who can relate to the connection between laughter and sadness.

ClydeNext up, Bob plays us a little number by Clyde McPhatter, called “Everyone’s Laughing” that has a related theme. Let’s take a quick look at some of the lyrics:

Everyone’s laughing at me.
Though everyone’s laughing, I hold my head up high,
Fair weather friends, I just as soon forget.
When we broke up, I wasn’t to blame,
But everyone’s laughing at me just the same.

At this point the song eases into the most soulful saxophone rift this neck of the Milky Way. Listening to it, I found myself coming to an understanding that to “hold your head up high” in these types of situations doesn’t mean we have no feelings inside about what is occurring. To me, it’s a sign of maturity to be able to perceive rich soulful emotions deep within even while holding one’s head up high. To my way of thinking, there is missing in the lyrics of the song a mature understanding of why those who are laughing are doing this.

Hard TimesThe singer of the song just labels the laughers, “fair weather friends.” Perhaps it would show more insight if he realized that perhaps the laughers were laughing because they knew deep inside that this type of breakup either has happened to them, or may very well at some point in their lives happen to them. Thus, they laughed because they are relieved that they are not the only ones that have to go through such a heartbreaking experience. Some sympathy for the laughers would be a mark, for me, of a higher level of maturity than the simple name calling that appears in the song’s lyrics.

A little later in the show, Bob tells us,

Bob Dylan
Bob Dylan

“You know, doing a show about laughter isn’t all fun or funny. A lot of times people laugh just to keep from crying. At other times, the tears come unexpected on the heels of a laugh. It’s like what Leonardo Da Vinci once said: ‘Between the expression of laughter and weeping there is no difference in the motion of the features of either the eyes, the mouth, or the cheeks.'”

brain-2In an earlier post (“Insults Among Friends: Why We Do It“) I discussed this biological connection. In brief, I described the theory that we have deep down in the emotional center of our brains, a sensitivity to any perception that we might have done something that might prove to be harmful. This perception is registered as a threat. It occurs so quickly that it arrives before some more thoughtful processing has occurred.

As seconds begin to pass, our reasoning has time to do its part and we may come to realize things actually are fine. This is experienced as a relief, which is expressed as laughter.

laughter 4However, as we think upon this a little more, it may suddenly occur to us that we do have some reasons to feel threatened. At this point our emotional center, having already been sensitized from the earlier threat perception, leads to our laughter quickly turning to sadness.

When it comes to applying this theory to hearing jokes and finding them funny, for a fraction of a second we fear that we’re not getting the punch line. Then it begins to dawn on us, as our reasoning begins to have time to do some processing, that we have now got the joke. At this point, we feel relieved, and this is expressed as laughter.

sadHowever, something about the joke might bring up a memory of something sad. Since the threat region of our brain has already become sensitized from the fear of not getting the joke, we may quickly fall into sadness.

Okay, let’s move on. As Bob’s show starts to wind down, he starts to feel a little guilty.

“Here I promise you a show about laughter and it’s been one tear jerker after another. Why don’t we raise the roof a little and see if we can cheer everyone up.”

With this, Bob plays us a song from the Oklahoma Playboys called, “Laughing at Life.”

OklahomaDon’t mind the rain drops
Wait till the rain stops
Smile through your tears, laughing at life
No road is lonely, if you will only
Lose all your blues laughing at life

Live for tomorrow, be happy today
Laugh all your sorrows away
Start now and cheer up
The skies will clear up
Lose all your blues laughing at life

HessThe song is in a lively tempo, and is pretty cheery. Moments afterwards, however, Bob waxes philosophical with a quote from the Nobel Prize winning writer, Herman Hesse–“Seriousness is an accident of time. It consists in putting too high a value on time. Eternity is a mere moment, just long enough for a joke.”

Mark Knopfler
Mark Knopfler

Then Bob turns very serious by playing us the lovely, plaintive duet by Mark Knopfler and Van Morrison, “The Last Laugh.”

Don’t you love the sound
Of the last laugh, my friend
Don’t you love the sound
Of the last laugh, at the end

Games you thought you’d learned
You neither lost nor won
The dreams have crashed and burned
You still keep on, keepin’ on….

Van Morrison
Van Morrison

They had you cryin’
And you came up smilin’
They had you crawlin’
And you came up flyin’
They had you cryin’
And you came up smilin’
And the last laugh, baby is yours

And don’t you love the sound
The last laugh goin’ down?
Well, don’t you love the sound
Of the last laugh, goin’ down?

This is a fascinating song because the lyrics might lead you to think it has a delightful, upbeat celebration feel to it, but actually it is sung in the most mournful manner. It led me to feel Mark and Van were singing about the very last laugh that someone they cared about was having just before leaving this laughable and sorrowful world of ours.

As Bob’s show begins to wind down, he tells us,

Ricky Gervais
Ricky Gervais

“Ricky Gervais is a funny guy. Sometimes I ask him questions and sometimes he lets me tape him. Listen to what he had to say. ‘I think my hero in comedy would be, if I could have two, would be Laurel and Hardy. It began and ended with them. Everything was done. laurel-and-hardyThey have that warmth, they have that dynamic, that relationship; you love them, you want to hug them. I think comedians should never be better than the audience. I hate a comedian that comes out and he’s slick and he’s cool, and he’s got these one liners. It won’t resonate, it won’t mean anything to me. I want a comedian that gets their hands dirty. You know, I like someone to laugh at them. I love everything about them. They were just lovable geniuses.”

It looks like Ricky and I have something in common. I too am a great admirer of Laurel and Hardy. I think that for me, because I liked them so much, when they started to get into trouble, I felt it acutely in my emotional threat center. Then, when I realized that they were just play acting, I would feel relieved, and end up laughing much harder than if the same thing happened to someone I cared less about.

Well, there you have it, a little meditation on the nature of laughing. I hope you enjoyed it. Please join us back here at “From Insults to Respect” soon. Until then, may you find wisdom in all of your humorous moments.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence. To begin at the very first post you can click HERE.

 

 

 

 

 

Categories
antidepressants conflict resolution Depression panic attacks

Depression As Illness: A Case Study

sadness 1In a past post I asked the question, “Is Depression an Illness?” Many expressed strong feelings on this subject. Some argued that it is indeed an illness; others made the case that it was an experience that most of us go through, some more than others for sure, but classifying it as an illness leads one down a path toward taking unhealthy drugs that in the long run cause more harm than good.

In another post, I described Ms. Laren Stover’s story, who, rather than pathologizing her experiences of deep melancholy, she avoided taking psychiatric drugs to deal with it, and defended her experience as having artistic value.

sadness 3“Whatever happened to experiencing the grace of melancholy, which requires reflection: a sort of mental steeping, like tea?….It visits you like a mist, a vapor, a fog. It is generally uninvited. And as some people are born into royalty, wealth and prestige, others inherit a disposition for sadness.”

Shortly after writing my article, I came upon another one published in the AARP Magazine titled, “The True Story of My Life on Antidepressants.” Today I thought I would summarize this story and then provide my personal comments.

A Summary of Meg Grant’s Story

Meg Grant, tells us that the first 25 years of her life was “pretty darn good.” She had a good marriage, wonderful friends, and both she and her husband had excellent jobs–she a journalist and he a clinical psychologist.

Then, after a major move to another city and taking on a new job, one morning she woke up very disoriented and fearful. She describes this incident as follows:

panic 1“My ears buzzed, my leg muscles spasmed, and my throat closed. What was worse: I did not know where — not even who — I was.”

After about five minutes, she started to become less confused. And then, as she tells us:

I shook my husband awake, paced the living room floor, then finally ran out into the street, where I doubled over, struggling to catch my breath.

“Take me to the hospital!” I demanded. Instead, Greg [her husband] walked me back into the house and calmed me down, telling me I’d probably just had a disorienting dream. “We’re in a new place,” he said, donning his therapist hat. “It’s normal that you might at times feel scared.” He managed to coax me, still shaking, back into bed, where he held me tight. With him at my side, I tossed and turned until dawn.

We then learn that over the course of the next three weeks Ms. Grant was concerned about her hands trembling, lack of sleep and appetite. According to her, she “was in panic mode 24/7.”

Ms Grant as a young reporter.
Ms. Grant as a young reporter.

To help her through these experiences, she conferred with her internist, increased her exercise, and went to counseling. When none of this led to feeling as well as she would have liked, she decided to go to a psychiatrist. He or she explained to Ms. Grant that she was suffering from a serious depression, along with panic disorder, and then convinced her to take one of the drugs that the pharmaceutical industry refers to as “antidepressants.” She felt that this drug tamped down her anxiety enough to allow her to sleep. Nevertheless her problems continued.

ocean tidesFor months my symptoms swept in and out like pernicious tides. One day I’d be able to savor a meal or talk to my sister on the phone without crying; the next, nothing would seem real, including me. I’d be lost in a fog — numb and dull. Travel, meeting new people and unstructured time all made me uneasy, which quickly morphed into a vague feeling of free-falling, then anxiety, then hopelessness about ever feeling normal again. Indeed, merely anticipating what I saw as the next inevitable bout of panic seemed to bring one on.

CONSTIPATIONHer second psychiatrist, a Dr. Verhulst, at one point, upped her “antidepressant” dosage, which gave her dry mouth, constipation, and fatigue but quelled her panic. She felt that to live without all the angst was worth the side effects.

At about the time that she decided to have children, she was feeling well enough to see if she could withdraw from the drug that she was taking. There are some good reasons to consider getting off such drugs before a woman does become pregnant. Research studies suggest that there may be a number of very serious negative effects on the developing fetus and newborns when a mother takes these types of drugs during her pregnancy.

ProzacMs. Grant’s efforts to get off the drug that she was taking at that time, Prozac, was not easy. She first tried cutting her dose in half. She learned that these types of drugs can lead to a very uncomfortable withdrawal syndrome. She experienced muscle cramps in her thighs, trembling hands, a dry lump in her throat, obsessive thoughts about going crazy and being locked away in a mental hospital.

By tapering off the Prozac in much smaller increments, she found that she was able to wean herself off entirely after six months. Now, med-free, she and Greg welcomed the birth of a baby girl. How did she fare off the drug?

My unmedicated life was kind of a beautiful thing. Yes, I was better. And yes, it felt liberating to no longer rely on a chemical crutch. But most important was my fading sense of alienation. I could now count myself among the normal masses, a healthy woman who, with my husband, had just started a family — something, in the throes of my illness, I feared would be closed off to me.

baby-boyI remember those four years free of antidepressants as a cheerful but busy blur of baby-raising — decorating a nursery, changing diapers, hiring a nanny — while balancing my career. But after the birth of our second child, a strapping son, signs of a relapse appeared.

Ms. Grant quickly scheduled an appointment with a new psychiatrist. Without hesitating, he put her back on Prozac. Three months went by with no relief. She then tried Zoloft, again with no success. Finally, a colleague of Greg’s recommended Effexor. This seemed to help. As Ms. Grant tells it, the “crashing waves of fear and hopelessness began sliding out to sea.” It had taken her two years to regain what she referred to as “a sense of stability.”

Since then, she has decided to stay on her drug for the rest of her life. In making this decision, she conferred with a number of experts. Kenneth Duckworth, M.D., medical director of the National Alliance on Mental Illness, told her that there was not enough research on the long term safety of these types of drugs to offer any assurances that down the line she might have to pay a serious negative health consequence. “Medicines are tested for weeks or months, not years, to get FDA approval,” Dr. Duckworth said. “Once things are on the market, we rely on voluntary reporting for side effects.”

NIMHA researcher at NIMH, a Dr. Rudorfer told her, “It took many years to figure out that the older antipsychotics could cause tardive dyskinesia — a terrible, permanent neurological disorder. There does not seem to be anything that drastic with these antidepressants, but we’re talking about medications we are intentionally getting into the brain — and that should be taken very seriously.”

risksDr. Rudorfer, did offer Ms. Grant some words of encouragement. In his opinion, “The risk of untreated depression is greater than the risk of any adverse effect of antidepressants.” Toward the end of her story, Ms. Grant states that she recognizes there are more ways to treat depression and panic experiences than with the drug that she was taking, but she came to believe that she could never have recovered without it.

My Comments

Jeff Rubin
Jeff Rubin

First of all, I wish Ms. Grant well, and I fully support her right to choose how she wants to deal with her challenging experiences. She has far more expertise in what has been going on in her life than I do. I mean her no disrespect because of my disagreement with her drug approach for dealing with the type of experiences that so troubled her. Moreover, I have met people who chose to take drugs to deal with these kinds of experiences and they struck me as intelligent, decent folks.

That said, I wish to point out that in 30 plus years of providing counseling, I have met many people who struggled with panic experiences that sound very similar to what Ms. Grant described. As Ms. Grant mentioned, there are other ways to deal with panic and depression than drugs, and it just so happens I have experience using one such method. I taught people expressing concerns about their personal panic experiences that they can easily get through them by finding a quiet place, sitting in a comfortable position, and then practicing a type of meditation which involves observing the physical sensations they are experiencing in a nonjudgmental manner, as if they were tasting for the first time, fresh island mountain water. I encourage them to learn to befriend these experiences. I then taught them how to meditate on a regular schedule (twenty minutes in the morning and twenty minutes before the evening meal) even when they were not experiencing a panic episode.

Some found that after a while they stopped having these experiences. The others continued to have panic episodes from time to time after learning these skills, but they became less intense, occurred less frequently and lasted for much shorter periods of time. All my counseling cases got on with their lives without having to deal with the side effects of the drugs and being concerned about their long term health risks. None were ever hospitalized or committed suicide as a result of such experiences.

Besides the panic attacks, how would I handle the other sad and fearful experiences that accompanied Ms. Grant’s concerns? In an earlier post, I discussed three ways to deal with emotional pain that does not cost any money (see HERE). I refer you to that article. For those who find that they can use some additional help getting through these challenging experiences, counseling can be very helpful.

There was one particular part of Ms. Grant’s story that irked me. risk-zoneIt occurred when Dr. Rudorfer told her that in his opinion, “The risk of untreated depression is greater than the risk of any adverse effect of antidepressants.” As someone who has participated in a number of debates on the use of psychiatric drugs, I have heard a number of physicians make the same claim. Whenever I asked these doctors what risks they were referring to regarding untreated depression, the answer has always been an increased risk of suicide. The doctors’ statements about this imply that if treated with “antidepressants” this can decrease the risk of suicide enough so that the depressed patient, by taking the drug, is better off than facing the risk of any adverse effects of the drug. But the doctors don’t know what the long term effects of taking the drugs are. What’s more, the scientific evidence currently available indicates that these drugs do not reduce the risk of suicide; for some, they may actually increase it. So, I did want to clarify this issue a bit.

Okay then, that’s my “From Insults to Respect” post for this week. I hope you have found in it some ideas worth thinking about.

My Best to You All,

Jeff

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional and social intelligence. To begin at the very first post you can click HERE.

 

Categories
conflict resolution ISIS Middle East Conflict President Obama Steven Pinker The Better Angels of Our Nature

Dealing With ISIS: A Developmental Psychologist’s Perspective

Welcome to From Insults to Respect.

Toward the latter part of President Obama’s presidency, he laid out his approach for dealing with the ISIS situation. Although our new president has not said so, it looks like his approach is no different in any discernible manner that I can detect. There was, early in the Trump presidency, a chemical weapons attack by the Syrian military on its citizens, and  based on the advice of the same generals who served under Obama, our new president ordered an airstrike on the airbase from which the chemical attack originated. Afterwards, the Trump administration resumed the basic Obama approach.

Today, we’ll take a quick look at the Obama approach, and then a brief summary of the main alternatives that have been discussed in the media is then presented. I’ll then describe an alternative perspective based on principles of developmental psychology that makes the most sense to me, and explain how this perspective suggests a set of actions that is more promising than the others.

President Obama’s Approach

In a nutshell, here is what the US conflict with ISIS is all about: The vast majority of US citizens desire that they be free of violent acts from foreign forces, and no one should be enslaving people. Interfering with these two desires of these US citizens is the fact that ISIS has killed a number of US citizens, is encouraging its supporters to kill more of them, and is currently enslaving people. A substantial number of US citizens believe that ISIS is guilty of terrorism and violating basic human rights.

Barack ObamaOn December 6, 2015, President Obama, who refers to ISIS as ISIL, explained to the American people how he intends to deal with this conflict:

First, our military will continue to hunt down terrorist plotters in any country where it is necessary. In Iraq and Syria, airstrikes are taking out ISIL leaders, heavy weapons, oil tankers, infrastructure. drone attackAnd since the attacks in Paris, our closest allies — including France, Germany, and the United Kingdom — have ramped up their contributions to our military campaign, which will help us accelerate our effort to destroy ISIL.

Second, we will continue to provide training and equipment to tens of thousands of Iraqi and Syrian forces fighting ISIL on the ground so that we take away their safe havens. In both countries, we’re deploying Special Operations Forces who can accelerate that offensive. We’ve stepped up this effort since the attacks in Paris, and we’ll continue to invest more in approaches that are working on the ground.

Third, we’re working with friends and allies to stop ISIL’s operations — to disrupt plots, cut off their financing, and prevent them from recruiting more fighters. Since the attacks in Paris, we’ve surged intelligence-sharing with our European allies. syria-turkey-border-guardWe’re working with Turkey to seal its border with Syria. And we are cooperating with Muslim-majority countries — and with our Muslim communities here at home — to counter the vicious ideology that ISIL promotes online.

Fourth, with American leadership, the international community has begun to establish a process — and timeline — to pursue ceasefires and a political resolution to the Syrian war. Doing so will allow the Syrian people and every country, including our allies, but also countries like Russia, to focus on the common goal of destroying ISIL — a group that threatens us all.

Alternative Approaches

As for the suggested alternatives to Obama’s strategy that I’ve seen bandied about in the media, they tend to be of the following types: Doing what Obama was doing, but more of it under a stronger leader. no fly zoneSome want to impose a no fly zone over Syria despite the objections of the Russian government. Others want us to bring back a full scale ground invasion similar to what we did during the Afghanistan and Iraq Wars, but now we would have to expand it into Syria and several other countries where ISIS currently has a presence. Then there are those who would like us to do less than what Obama had us doing. The range of opinions that fall under this type of proposal include ending the bombing while continuing to offer support to those in the region willing to fight ISIS; to those who believe we should let those living in the regions that ISIS is operating work out their problems without any US meddling in their affairs.

What I have not seen discussed as an alternative is a proposal that utilizes a developmental psychological perspective as it applies to violence and human rights.

A Developmental Psychology Approach

pinkerThe Better Angels of Our Nature: Why Violence Has Declined is a brilliant book by Harvard University professor of psychology, Steven Pinker. In the course of reading its 700 plus pages, we learn that human violence has not only dramatically declined, support for civil rights has surged. As we become familiar with important aspects of these trends, we also begin to discover clues about the factors that foster these developmental changes.

In thinking about what I learned from reading the good professor’s book, along with some other knowledge about the nature of human development, I have come up with a five step plan for dealing with the ISIS situation that strikes me as a more promising alternative to those I outlined above. Before we get into these five steps, let’s first take a few moments to look at some crucial aspects of the “reduction in violence and increase in civil rights” trends.

The Reduction In Violence and Increase in Civil Rights Trend

hunters and gatherersIn the earliest period that humans thrived, they were chiefly hunters and gatherers. At that time it has been estimated that death came as a result of one person killing another about twenty percent of the time. Evidence for this was obtained by looking at the skeletons from that period. Quite often we find arrowheads imbedded in chest cavities and fractured skulls.

Then came the development to an agricultural civilization with cities and governments, beginning around five thousand years ago. With that, there was a more or less fivefold decrease in rates of violent death. With the consolidation of a patchwork of feudal territories into large kingdoms with a centralized authority and an infrastructure of commerce, violence decreased another tenfold to fiftyfold.

age of reasonAnother dramatic decrease occurred around the Age of Reason and the European Enlightenment in the 17th and 18th centuries. It saw the first organized movements to abolish slavery, dueling, judicial torture, superstitious killings, sadistic punishment, and cruelty to animals.

After World War II, two-thirds of a century has passed without the European nations waging war against one another. This is unprecedented.

European countries that used military interventions to maintain its colonies have largely gotten out of their colonial enterprise and replaced it with engaging independent countries in peaceful commerce. The Berlin Wall came down without a shot being fired. The Soviet Union collapsed not as a result of a foreign invasion, but by ongoing observations of comparing the results of their own economic and civil rights system with that of the other countries that utilized a more open free market-free speech approach.

American-civil-warReflecting on the changes that have occurred, note that the United States is made up of 50 states, and since its Civil War 150 years ago, none of them have violently attacked another. To the US’s north is Canada, the largest undefended border in the world, and yet over 200 years have gone by without a war between these two countries. To the south is Mexico, a country that the US has managed to live in peace with for over 150 years.

In most places on Earth, humans have now reached a point at which they kill other humans at a rate of approximately 2 per 100,000, a tiny fraction of the amount of earlier times. And there are signs that this number has been continuing to go down during my own lifetime.

The first war that I remember during my lifetime was the Vietnam War. It began for the US basically in 1961. I was 11-years old at the time. It went on until 1975. Approximately 60 thousand US military personnel and a million Vietnamese died in that conflict.

After that war, Americans campaigned and succeeded in ending the US military draft. Consequently, with its now all voluntary army, from 1976 to the present there has been a dramatic reduction in the military death rate. Approximately 10 thousand US Service personnel have died in battle over the course of this 39-year period–a 6-fold reduction compared to the amount killed during the 14-year period of the Vietnam War. And while it is has been difficult for me to track down how many people who have been defined by the US as enemy combatants that ended up getting killed during the 39-year period by the US military, the number that comes up most frequently is about 500,000–a 50 percent decrease from the much shorter period of time that constituted the Vietnam era.

Since President Obama has taken over the US administration, the vast majority of Americans have made it clear that they are opposed to using any military ground offenses to deal with conflicts abroad. Respecting this position, the president has dramatically reduced this type of military action which has led to far fewer deaths over the course of President Obama’s two terms in office than the deaths that occurred under the previous administration.

Also during my lifetime, there has been dramatic increases in civil rights afforded to people. When I was born, blacks were not permitted to play major league baseball. Then Jackie Robinson came along, as did Martin Luther King, Jr. Meanwhile, women began entering into a host of professions they had been quietly excluded from, and we have, in just a very few years, seen a sea change in the attitudes toward gays and lesbians. The previous president’s administration supported torture; the current administration has put a stop to this.

Now, despite these changes in huge sections of the world, we find that the people who have joined ISIS have not followed a similar developmental trajectory. Since these people are Muslims, many are asking the question, Are Muslims, because of their religion, less capable of psychological development?

Muslim peaceActually, we find that the vast majority of Muslims who are living under the same set of conditions as other religious groups in the developed countries are in no way more violent, nor are they more likely to violate what are now viewed by most as basic human rights. Also relevant to this question is the fact that people from religious groups other than Muslims, when raised under the conditions that were present in earlier times were every bit as violent as those currently pledging their allegiance to ISIS.

In one single war in China, one third of its entire population were killed. When Christians began to run away from European countries to find religious freedom in the New World, a substantial amount of them worked toward killing the natives and enslaving people. Historian Ron Chernow describes one such setting on an Island in the Caribbean in the early 1700s,

slavery“Violence was commonplace in Nevis, as in all of the slave-ridden sugar islands…. The Caribbean sugar economy was a system of inimitable savagery, making the tobacco and cotton plantations of the American south system almost genteel by comparison. The mortality rate of slaves hacking away at sugarcane under a pitiless tropical sun was simply staggering: three out of five died within five years of arrival, and slave owners had to replenish their fields constantly with new victims.”

The evidence that people can alter their attitudes and behavior as a result of shifting conditions, whether they are Muslims, or some other religious or national group, gives me considerable hope.  When I examined the various conditions that actually foster the type of psychological development that leads to a reduction in violence and an increase in supporting basic civil rights, and then sought to apply them specifically to the ISIS situation, I managed to come up with the following five step plan.

The Five Step Alternative For Dealing with the ISIS Situation

In my view, ISIS is at about the same psychological developmental level as the largely Christian southern states were just about when the American Civil War began. These southern states had, like ISIS has today, an ideology that slavery was essential to their way of life, and outsiders (the northern states) were actively interfering with what they believed is right. Moreover, the confederate states used quotations from their holy book to defend their beliefs and to justify going to war to protect their ideology in a way that is similar to how ISIS utilizes sections of their holy book.

Now some may believe that the only way to have created the conditions for the confederacy to change their ideology to one more consistent with a higher level of development was to engage them in a bloody civil war. I hasten to point out that in many other places in the world, the slavery ideology changed without a war. In England, for example, certain conditions changed and its citizens peacefully ended slavery within its own borders. gandhiEngland continued, for some time, to use force to maintain its hold on colonial labor, but Mahatma Gandhi effectively used nonviolent resistance to put an end to colonial rule. Soon afterwards, colonialism ended elsewhere.

I will just add here, that the American Civil War actually did little to change the ideology of those who lived in the southern slave states. Rather, it embittered many, and in fact hardened, for many, their prewar positions. This was reflected in how southerners instituted “Jim Crow” laws. In the end, the non-violent approach of Martin Luther King, Jr. proved to be far more effective in creating the conditions for real psychological development in that region of the US.

So, given where ISIS is on this theoretical developmental level, let’s take a look at five steps that, when taken together, might be a better alternative to dealing with ISIS than the others that were discussed at the beginning of this post.

Step1: We would want to reduce the impression that we are guilty of seeking to violently control the lives of the people in the regions where ISIS has a presence. As Alexander Hamilton once aptly noted, “Tis only to consult our own hearts to be convinced that nations like individuals revolt at the idea of being guided by external compulsion.”

CIA-controlling-worldThere are some credible reasons for supporters of ISIS to feel that there has been an ongoing effort to force them to do whatever is in the interest of the US. Years before the creation of ISIS, meddling in Middle East affairs occurred by the US’s CIA.  Then came the US invasion of the largely Muslim inhabited Afghanistan and Iraq countries. Now we have the current US bombing campaign while President Obama has been calling for destroying ISIS.

A fair balance to this idea of the role that the US has played in the level of violence in the region would necessarily point out that before the US had any involvement there, the patchwork of various sectarian groups in the region had been engaging in devastatingly violent actions for centuries. Nevertheless, to begin to reduce the impression that the US is guilty of currently seeking to violently control the lives of the people in the regions, my plan calls for the president to openly state that the US has indeed been involved in using force in the past. He would then state that we now realize this causes far more harm than good, it took us some time for us to develop to this point, but we are now ready to move forward in a non-violent manner. The president would declare that he or she is ending any violent approaches including its ongoing bombing missions.

Step 2: It is my belief that we, the citizens of the US have not come so far in our development that we can stand by without doing anything if after step 1 has been announced ISIS chose to continue to call for killing US citizens or those of our allies. Nor can we stand by and just watch ISIS enslave people. The president, under my plan, would inform ISIS that in the event any supporter of ISIS were to carry out a violent act against a US citizen or the citizens of any of our allies, our response would be a brief retaliation bombing mission. Working in cooperation with our allies, we would only engage in a retaliation bombing mission designed to produce no more harm than the amount ISIS had done. Once this specific mission is accomplished, the US would again cease violence toward ISIS members. Such retaliation bombings typically would take a few days at most, in contrast to the current approach of ongoing bombing missions with no end in sight.

boycottWith regards to responding to the enslaving of people, the US would use nonviolent approaches such as boycotting any goods or services that might fund ISIS operations, along with boycotting any country or enterprise that does business with ISIS.

Step 3: In contrast to seeking to destroy ISIS, as President Obama has declared, my plan calls for declaring that we only seek to provide the conditions that have led to other countries freely choosing a more peaceful style of interacting with others. In this regard, the US would make it clear that it will continue to seek to encourage those who have become members of ISIS, and others living in the region, to engage in a mutually beneficial manner. However, this encouragement will not use force, except for the retaliation missions described above. UN peacekeepingThe US would launch an all out peaceful advocacy effort to have the United Nations offer to fund a constitutional convention for all of the stakeholders in the regions that ISIS is operating. ISIS representatives would be invited. UN Peace Keepers would be employed throughout the convention period to help decrease the likelihood that some would seek to violently sabotage such efforts.

un 2Professor Pinker points out that although UN Peacekeeping missions, at times, had its share of failures, when all of the available data is looked at, these missions led to an 80% reduction in the probability of a subsequent war.

The constitutional convention would aim for dialogue on how to set up an infrastructure that would justly and peacefully resolve the various types of conflicts that have been occurring in these regions for centuries, and to create a declaration supporting basic human rights.

Step 4: In step 2 of this proposal, it was mentioned that the US, in response to ISIS’s enslaving policies, would boycott its commerce as one means to nonviolently encourage a change in policy. It is important to point out, however, that one of the conditions that Professor Pinker has identified as hugely important for the development of nonviolent approaches for resolving conflicts and an increase in respecting basic human rights is improvements in commerce. When people wish to do business with others, they typically seek to improve relationships with them, make them feel welcome, and offer opportunities for shared benefits.

The Middle East region does have some unique challenges in this regard. And in fact, many believe that it is this set of challenges that is the main cause of the region’s problems. middle east landscapeIn mid-day much of the region is often so hot it could make the Dalai Lama ignite in irritability. Large sections of this region are as parched as the moon’s surface. But the region does have plentiful sunshine. Thus, solar power is a major natural resource. Couple this with plentiful oil supplies, we find that inexpensive energy is one of the region’s major assets. Nevertheless, the region remains rather poor in contrast to the more developed countries.

Under my plan, the US would work with the United Nations to offer the stakeholders of the region an opportunity to set up a convention that can tap world experts on economic development with the goal of coming up with plans that are designed to improve sustainable commerce in the Middle East region. ISIS would be invited to participate if they change their violent actions and position on slavery. However, without such an agreement, these convention efforts would go ahead with the hope that with improved commerce in the regions that are not under the control of ISIS, fewer people will be drawn to join ISIS. Moreover, once ISIS members begin to see the progress of others in the Middle East, many will end up abandoning the current ISIS ideology.

Step 5. One of the conditions that foster psychological development is the availability of stories that reveal the humanity of people that lie outside our immediate circle of family and friends. printing-press-invention-6Professor Pinker notes that prior to the invention of the printing press there were very few books available. Those people who lived in the upper classes rarely had much direct contact with the lower classes. A nobleman’s quick glance while passing by a downtrodden worker often merely left the impression of a filthy, smelly soul, hardly human at all. After novels became available, a nobleman might read of a poor young woman pressed into very sad circumstances by a cruel person of the upper classes, and discover tears running down his cheeks. To discover that people all over the world, in all classes, and other religions have very similar desires, dreams, and feelings that we can all relate to, increases empathy and the desire to deal with a wider range of humanity in kind and respectful ways.

Stories-Desktop_WallpaperA few story lines that would be particularly relevant with regards to promoting the psychological maturity of those sympathetic to ISIS are:

A few young friends living in America have become bored with the routines of their daily lives. They begin to hunger for what has been displayed in the ISIS literature as the thrilling lives of men fighting for a just cause. When they leave America and join up with ISIS, they soon learn that there is even more drudgery in the day to day life of an ISIS recruit. Whereas they had some choices that they could make living as an American, in their ISIS camp they are assigned to a leader who insists his orders are followed exactly, and the slightest violations lead to brutal consequences. After some of their fellow recruits who they have grown to care for, are brutally killed, the former Americans reach a point at which they have had enough of the ISIS approach to getting into heaven. They have come to realize that there are ways within their Islamic faith to enter into heaven through acts of kindness and mercy. Now, when they have decided to leave the ISIS camps they discover that although they were welcome to join the group, leaving is not so easily accomplished.

***

A group of young women who have grown up together find that they are drawn to different paths. A few like the idea of following the strict Islamic codes set out for women, but the others are interested in trying out some more secular options. The trials and rewards of the different paths are revealed.

***

Some workers at an airport in southern Egypt begin to discover that a couple of their fellow workers are hatching a plan to place a bomb on a Russian plane. Because those who have discovered this have some sympathy to the ISIS ideology, they turn a blind eye to the deadly plot. However, once the bomb succeeds in bringing down the plane, some unanticipated events come to light. Many people who used to choose to fly in and out of their airport end up choosing to fly a different air route out of fear that something like what happened to the Russian plane could happen again. With far less business going through this airport, their entire livelihood is destroyed, leaving them, their family, and many other completely innocent workers destitute.

How would we get these kinds of stories before those who are prone to join ISIS and those who are current ISIS fighters living in their occupied territories? There are ways to make these types of stories particularly accessible on internet sites that people prone to join ISIS tend to visit. And instead of the steady dropping of bombs in the ISIS occupied regions, an international coalition could drop little parachuted packages that include a little tasty healthy treat, a little toy or stuffed animal as a gift to the children, an interesting puzzle that adults would enjoy doing, and the type of short stories that I have just described.

Conclusion

proposalOkay then, there you have it, my proposal for an alternative approach for dealing with the ISIS situation. In coming up with it, I leaned heavily on what I learned from reading Professor Pinker’s book, but also drew on my own knowledge of psychological development.

Let me be clear that I am not suggesting that Professor Pinker would fully support my alternative, and in fact, I’m not sure I wholeheartedly support it either. Before it would be placed into action, I strongly advocate that a thorough vetting process would occur.

In sum, my proposal begins by recognizing that pretty much all people, regardless of their religion, where they currently live, or where their parents came from, have connections to the past that were every bit as violent and disrespectful to basic human rights as ISIS members are currently displaying. Rather than trying to destroy ISIS, my proposal calls for fully confronting the fact that we Americans have engaged violently in the largely Muslim region occupied by ISIS, including using acts of torture. We would emphasize that we have ourselves undergone, in recent years, considerable psychological development. This is evidenced by our people more fully recognizing that our violent military interventions can lead to far more harm than good. We have thus dramatically reduced our violent ground operations and, under President Obama, eliminated the torture of prisoners.

Under my plan, we would be ready to take five more steps consistent with our new level of development. First, our president would declare that he or she is ending any violent approaches, including its ongoing bombing missions designed to compel Muslim people to follow American desires. Second, although the US would retaliate against ISIS violence against our own citizens and those of our allies, it would do so only very briefly, and only to the extent that the same amount of harm occurs to ISIS. Immediately after, the US would again cease any violent actions toward ISIS. Rather than violent approaches to encourage ISIS to end its violent actions and support for slavery, nonviolent approaches would be utilized, such as boycotting all ISIS commerce operations. A clear statement would be made to ISIS members that once they put a stop to their violence and end their slavery, US nonviolent efforts would end. Third, the US would launch an all out peaceful advocacy effort to have the United Nations offer to fund a constitutional convention for all of the stakeholders in the regions that ISIS is operating. Fourth, the US would work with the United Nations to offer the stakeholders of the region an opportunity to set up a convention that can tap world experts on economic development with the goal of coming up with plans that are designed to improve sustainable commerce in the Middle East region. And finally, the US would step up its efforts to bring more realistic stories than ISIS propaganda to those who are prone to join ISIS and those who are current ISIS fighters living in their occupied territories.

I present this plan in the spirit of seeking a less violent approach to dealing with ISIS. To those who might see it as too weak, I argue that it may actually be a far more powerful approach than the heavy handed violent approaches of the past that have needlessly cost so many lives. The nonviolent resistance approach has its share of successes.

mandella, as I walked outTo those who feel that they can never forgive such acts as occurred in Paris and San Bernardino, I offer Nelson Mandela’s story as something to humanize their position. No one had more reason to not forgive, than Mandela. In the end, he found a far more helpful path forward for his people, both white and black, from the old South Africa, to a new, less violent, and more just South Africa.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence. To begin at the very first post you can click HERE.

Categories
conflict resolution One-On-One Program peer mentoring Preventing mental illness Youth crime prevention youth mentoring

Preventing Youth Crime and Mental Health Concerns

juvenileToday, concerns about youth criminal behavior and mental health tend to be addressed in a variety of ways. Placing law breaking juveniles in correctional facilities get them off the streets for awhile, but their interactions in these facilities with other offenders can make serious problems worse. Psychiatric drugs are popular, though their effectiveness and safety are debatable. Counseling and psychotherapy are often helpful but at times they prove insufficient, and, for some, too costly. Results from studies that examined mentoring programs have been very promising, but communities have found that they have been unable to enlist anywhere near the number of mentors to meet their needs.

Is there a better way? My post today puts forth a vision for an innovative prevention program that solves this mentoring shortage problem. At the same time, it offers a variety of other vital services in a practical, cost saving manner.

The One-On-One Program

The best way to introduce the One-On-One Program is with two brief parables.  They will help to give the reader an intuitive understanding of how the program can address some of the most challenging concerns that many parents and other community members face on a daily basis.  

The Parable of Tony 

Our tale begins when Tony is 12-years old. One day Tony’s mother, Nora, busy at work, is called by the police. Apparently Tony, just outside of the neighborhood afterschool center, was being teased by the other kids as being a baby. 

 “Baby, baby!” they taunted him over and over again.   

When he chased after them, they ran inside the center, shut the glass door behind them, and while holding the door shut, they continued to taunt him through the door. 

 “Baby, baby!” image1

“Let me in!”Tony cried! “Let me in!”  

“Tony is a baby!  Tony is a baby!”

At this point, Tony picked up a rock and smashed the glass door.

When Nora and Tony get home from the police station, she starts hollering. “You know I have to work until six, Tony!  Now the afterschool center says you’re not permitted to return! From now on, after school you’re to go straight home!  If you get into trouble, I’ll beat the living daylights out of you!”

A few weeks go by and then once again Nora gets a call from the police. This time a gang in the neighborhood had enlisted Tony to be a lookout while they slipped into homes and stole anything that looked valuable.  Tony explained afterwards that the gang members agreed to stop doing mean things to him if he cooperated with them.

Although threatened by a judge that another offense would lead to a stay at a juvenile detention center, Tony claimed that he thought that would be cool.  Nora began to feel helpless.  

When the school counselor called to report that Tony was having trouble at school, she asked him what she could do under the circumstances.  

“Isn’t there someone from your family who can watch him after school lets out?” he asked.

“To get a job, I had to move here,” she replied. “My family lives hundreds of miles away. I can’t afford to hire someone to work with him one-on-one every day after school.”

“We have a program at our high school called the One-On-One Program,” said the counselor. “I can find a high school student who could help you out.  You’d have to pay him something based on a sliding scale basis. For your income bracket it would cost you about the same amount that you paid for the afterschool center that Tony got thrown out of.”

“That’d be great!” Nora replied.

Nick, 17-years old, began to meet Tony every day after school at his high school.  They began with a mile walk. Then together, both worked on their homework for a half hour.  Nick used the rest of the time he spent after school with Tony to find some skill that he could help Tony develop.  

What a difference this plan made! Nick found the way Tony looked up to him very rewarding and he got a great satisfaction knowing he was helping. The mile walk each day did Tony and Nick’s health a world of good. By doing his homework each day, Tony’s grades improved.  His teacher also reported that the afterschool attention he was getting clearly improved his conduct in the classroom.  He was no longer wildly driven to get her attention and he was far less likely to blow up in anger.  

For talent development, Tony showed an interest in chess, so both boys began to play every day after school and his mother bought a book to help improve their game.

image2As helpful as the plan was for Nick and Tony, perhaps helped most of all was Nora. The stress from getting called at work by the police department completely went away.  

Tony now got home a full forty minutes after her. During that time, Nora closed her eyes, and often fell asleep for a half hour. By the time Tony got home, Nora had enough time to get supper on the stove.  When Tony would join her in the kitchen to tell her how his day had gone, she enjoyed the interaction, whereas before she felt drained and found she quickly became annoyed.  

“The plan restored me to sanity!” she often would tell her friends. “I have so much more patience with Tony!” she cried when her own mother called one day to ask how things were going.

The next school year, Nick went away to college, so Nora was concerned about finding someone to replace him. But Tony heard that his junior high had started an afterschool chess club. He wanted to give it a try.  

To his delight, Tony found that after a whole year of playing chess with Nick five times a week, he had become pretty good. He was able to beat several of the players, and most of the other players were about at his skill level. Even the best players respected Tony’s skills because he knew enough to make it a challenge to win.  

Best of all, several of the players began to call Tony to play chess on the weekend or to go to a movie with a few of the other guys. Soon, he had, for the first time in his life, some real friends.

Parable Discussion

For some, once a week counseling can make a significant difference. But in some cases, children see a counselor once a week and then go home to parents who are so stressed out at work that they frequently lose their temper. The resulting angry parent-youth interactions may very well offset any gains that may occur during counseling.

Other children have parents working two jobs to make ends meet. When these children go home after school they rarely find needed one-on-one time. Some of these children then seek closeness with street gangs who can provide daily close human contact, but at the expense of criminal behaviors.

In addition to the acting out type of problem that is characterized in the parable of Tony, there is another type of problem that professionals sometimes come to realize requires something more than what they can currently provide in a weekly hour session.

The Parable of June

depressed_girlJune is 11- years old and wearing a cute pink dress. She has been brought to see Dr. Goleman, a psychologist in his mid-forties. Wearing gold rim glasses, and a white collared shirt, Dr. Goleman is leaning forward on his desk, clearly very concerned.    

“Do you know why your mother asked me to meet with you, June?” Dr. Goleman asks.

“I’ve been awfully sad, and she hates it when I cry out that I hate myself,” June replies. “I can’t help it.”

“Wow!  Do you know why you are feeling so blue?”

“I’m terribly lonely.”

“Lonely? Hmmm. You go to school where there’re lots of kids your own age. You could go to the afterschool program where you don’t have to be lonely. Your mother told me that you refuse to go there.  What’s up with that?”

“At school and at the afterschool center I feel lonelier than when I’m alone. The kids make fun of me there and when a teacher tells the other kids to include me I can tell they wish they weren’t stuck playing with me.”

“I see,” replies Dr. Goleman. “Sometimes, June, it feels lonelier when you are with people than when you’re alone.  Do you also feel lonely when you are alone?”

“Terribly.” Tears begin to form in June’s eyes.

“I can see that you are feeling sad now,” says Dr. Goleman softly.  

“I get like this a lot.” 

“Are there any times when you don’t feel lonely?”

“Yeah, when my cousin Marissa comes for a visit. She’s a few years older than me, but she really likes talking to me. And I play the flute and she plays the piano, so we play duets together, and we love being together. It’s just that she lives up in Rochester and so I only see her once every month or two.”

“So, when you’re with Marissa you don’t feel lonely.”

“Not when we’re together. She’s like a big sister to me.”

“I see,” says Dr. Goleman. “June, we have a program in this community called the One-On-One program.  If you join the program, a high school student would do some fun stuff with you every day after school.  Every day when you finish with school the bus would take you for a five-minute ride to the high school where your high school buddy would meet you. You would take a little walk with your buddy.  Your buddy would ask you how your day went and listen to you.  Then both of you would do your homework together, and then you could play music together. Would that be fun?”

“Does my buddy play the piano?” asks June.

“Hmm, let me look on this list. We don’t have any piano players, but I see we have a seventeen-year old named Rachel who plays the guitar. She would love to do duets with you every day after school.”

“Really?! She’d be like a big sister!” June is clearly beginning to brighten up.

“The kids in the program usually love doing stuff together,” says Dr. Golden. “The nice thing about it is if it doesn’t work out, you don’t have to go any more, or we can find someone else you can try working with.”

“Boy, I’d love to try something like that out!  When can I start?!” A delightful smile is now gracing June’s lovely face.

Parable Discussion

As this Parable illustrates, in addition to children and teenagers getting into trouble with the law, there are others who need a different type of help than what can be accomplished by a weekly visit for counseling.  Over the years that I worked with students, whenever I realized my services would not be enough, the eight interventions I thought about were:

  1. Mentoring.
  2. Intensive after-school supervision.
  3. Activities designed for development and extensive practice in an area of interest.
  4. The development of nurturing relationships between older and younger students.
  5. Development of meaningful after school activities.
  6. Homework coaching by high school and college students.
  7. Teaching emotional intelligence and conflict resolution first to high school and college students who will then teach it to students at least four years younger.
  8. Daily journal writing activities.

Implementing these interventions has proven to be very difficult within most communities. Let’s look at mentoring as an example.

A brief summary of the empirical evidence for mentoring can be described as follows. Tierney, Grossman, and Resch (1995) conclude that the mentored children they studied were 46 percent less likely than controls to initiate drug use during the study period; 27 percent less likely to initiate alcohol use; almost one-third less likely to hit someone; skipped half as many days of school; skipped fewer classes; and showed gains in their grade point average.  Davidson and his colleagues (1987) have shown that a mentoring program in which college undergraduates were trained and supervised to be mentors of adjudicated delinquents reduced the chances that they would be again arrested by 34%, resulting in a savings of nearly $13,000 in criminal justice and victim cost per youth receiving the program.

Even though there is this extensive body of research indicating that mentoring is effective, programs carried out in the manner typical for a community only benefit the very few who get this service. Because of the shortage of available volunteers, in most cases it takes well over a year to match up a pair. Waiting lists tend to be very discouraging. Most families seeking a mentor do not receive help. By the time help arrives much damage has already needlessly occurred.

And so, how can a community provide all of the effective services that research studies indicate are effective in an affordable manner? The One-On-One Program, I believe is the answer.

How the One-On-One Program Would Work 

image3The One-On-One Program begins with providing a semester course to high school and college students that provides lessons on basic counseling and how to teach conflict resolution skills.  Those students who are successful in the course can apply for an internship. High school student interns earn a two-dollar an hour stipend, high school credit, and a recommendation from the program supervisor, while college student interns earn a four- dollar an hour stipend, college credit, and a recommendation from the program supervisor. Interns work one-on-one with students at least four years younger than they are after school daily from 3:00 to 6:00 p.m. at local high schools. Supervision is provided by mental health service providers and volunteer senior citizens. All interns and intern supervisors go through a background police check. The intern-younger student pair is matched through a survey indicating that they have similar interests and talents. Interns, when mentoring, participate in a credit bearing class designed to help them to resolve problems that arise when working with their younger partner.

image4Because interns will miss some days for sickness or personal reasons, three rovers per high school will come to work once a month in order to meet regularly with all of the younger partners. This allows the participants to feel more comfortable working with a rover whenever their buddies are absent. The three rovers are on call the rest of the month to fill in when needed.

Daily activities for each pair include:

1.  a mile walk while the intern employs basic counseling skills of empathy and reflective listening,

2. participation in a mutually fun half hour activity, while a nutritious snack is provided,

3.  forty-five minutes doing homework,

4.  fifteen minutes of journal writing wherein the students write about image5pleasant experiences one day and distressing experiences on the next.  For students who are not developmentally capable of writing journals, art activities designed to explore pleasant and unpleasant experiences are substituted,

5.  a recreational activity mutually decided upon and designed to develop the interests and talents of both members of the intern-student pair,

6.  since on Fridays whenever homework is given to a student it can be done later over the weekend, instead of using the usual forty-five minute homework period to do homework, a conflict resolution lesson is taught by the intern to the younger student.

The One-On-One Program Addresses Five Concerns

  1.  Lack of an adequate supply of mentors
  2.  Lack of adult supervision
  3.  Stigma
  4.  Placing at-risk kids together in interventions that makes a bad situation worse
  5. Too costly for strapped community resources

Let’s take a closer look at these five concerns

  1. Lack of an adequate supply of mentors. As mentioned above, in most communities there are far too few mentors who volunteer to help struggling children. The One-On-One Program provides three incentives beyond what is ordinarily offered to volunteers—a salary in the form of a stipend, course credits, and a recommendation from the program supervisor that can be used for future education and employment opportunities. In a survey that was conducted in Corning, New York to determine the viability of the One-On-One Program, 855 high school students and 490 Corning Community College students heard a description of the program and then anonymously filled out a questionnaire asking if they would agree to work toward becoming an intern if the program was now available. From these findings we can estimate that for every one thousand students, approximately 120 would agree to work toward becoming an intern. This number was very similar for both high school and college students. Keep in mind that not all students who begin the process of becoming an intern would successfully reach the point at which they would become an intern. Nevertheless, if even half succeeded, each community would be able to generate a group of several hundred mentors who would be willing to help provide extensive supervision after school let out.
  2.  Adequate adult supervision that allays express concerns by some community members. In contrast to the typical babysitting arrangement, the program would have two adult supervisors present at all times. Although an adult supervisor cannot be in sight of every student every minute, their role would be to keep circulating and popping up every few minutes. Student participants would be told that they could only go to certain areas of the high school that is designated as part of the program site, and at any minute a supervisor could appear. In focus groups, I found that community members felt that reasonable protection would be provided to all participants with this level of supervision.             
  3. Stigma. Some parents who participated in focus groups expressed a concern that if only “at-risk” students were to receive help from interns, all students involved in the program would become stigmatized as an “at-risk” youth. Other parents who did not have a child who was traditionally viewed as “at-risk” made the case that their children should have access to the intern services. Some said they would be willing to pay for this type of service out of their own pockets. These parents pointed out that their children come home from school and spend the entire time from three to six p.m. sitting in front of either the TV or computer watching violent shows or playing violent video games. With no exercise, they were becoming overweight and at risk of health problems. With the One-On-One Program, their children would get exercise, a structured time to get homework completed, help in developing a talent, instruction on conflict resolution, and real life social interactions. “Why shouldn’t these types of children also get help from the One-On-One Program?” some argued. To address these concerns, the design of the program was changed so that any family would be able to participate in the program by paying a sliding scale fee. The juvenile courts would pay for the cost of diverting appropriate youths from imprisonment, and special education departments would pay for students whenever their decision makers felt that such a program should be tried before students were placed in a special education class. It would remain confidential which students are subsidized in the program, and which pay a full fee, so that no one can assume participants are “troubled,” from low income families, or just desiring the fun of participating in the program. Although the program would have an open enrollment policy, principals, counselors, teachers, social workers, psychologists, police officers, parole offices and judges would be on the lookout for students who appear to be developing difficulties related to a lack of supervision and would refer them to the program.
  4. Placing at-risk kids together in interventions makes a bad situation worse. Today, at-risk students are typically placed together to provide some intervention in a group, such as a special classroom, or image6a center for juvenile delinquents. These students then begin to encourage the other youths in the program to get into more and more trouble. Accumulating evidence has been demonstrating that such intervention programs indeed oftentimes increase delinquency, substance abuse, violence, and adult maladjustment. (Arnold, et al.1999; Dision, et al, 1999)   The One-On-One Program avoids this problem by having the at-risk youth interact not with other at-risk kids, but an older trained intern.  
  5. Too costly for strapped community resources. Programs that have the at-risk youths interacting together are not only oftentimes less than effective, they are also oftentimes an expensive waste of money. The added cost of educating a student in a local “alternative” classroom or school is in excess of $13,000 per year. The cost of keeping a single child in a residential facility as a result of family or criminal court action can cost over $30,000 annually for a minimum-security group home, and over $300,000 for a maximum security facility. The cost of violence perpetrated by young people on other young people, as well as other populations, is not only enormous in financial terms, but devastating in social terms. To provide the level of services that the One-On-One program would provide (15 hours a week of direct one-on-one after-school supervision and 5 hours of planning, record keeping, and follow-up) would cost a minimum of $750 per week per child if a professional provided the mentoring. The One-On-One program, by utilizing instead trained high school students with professional supervision, would provide this intensive level of support for approximately $50 per week per student, a cost that many middle class parents would be able to afford to pay on their own. Trained college students would be able to provide this level of intensive support for approximately $110 per week. In a sense, these figures should really be thought of as $25 per week for high school interns and $60 per week for college interns because there really are two students benefitting whenever we provide a youth with an intern—the youth plus the intern. The intern benefits at least as much as the younger student.  High school students, who are bored and can therefore get into trouble, are provided with a meaningful work experience. College students interested in careers as either teachers, police officers, counselors, social workers, psychologists, or psychiatrists, can get real on the job training. If the program prevents just a single person at each high school community from going into a maximum security residential program it would cover the entire community cost of the program for over 200 interns. It is highly likely that the community would actually save a great deal of money while providing a far more effective alternative to the current programs now available and needlessly placing children on psychiatric drugs.

References

Arnold, M.E. & Hughes, J.N. (1999). First do no harm: Adverse effects of grouping deviant youth for skills training, Journal of School Psychology, 37, 999-115.

Davidson, W. S.,Redner, R., Blakely, C. H.,Mitchell, C. M. & Emshorff, J. G. (1987). “Diversion of juvenile offenders: An experimental comparison,” Journal of Consulting and Clinical Psychology, 55, 68-75.

Dision, T.J., McCord, J & Paulin, F. (1999). When interventions harm: peer groups and problem behavior,” American Psychologist, 54, 755-764.

Tierney, J. T., Grossman, J. B. & Resch, N. L. (1995) Making a difference:  An impact study of Big Brothers/Big Sisters, Philadelphia: Public/Private Ventures.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional and social intelligence. To begin at the very first post you can click HERE.

Categories
Bullied bullying conflict resolution The Cool Steve Trilogy

Cool Steve Faces a Bully

What is the best way to deal with a bully? In my Cool Steve Trilogy, the main character, Steve Marino, struggles with this problem. A Hero Grows- pictureIt initially comes up in the first of the three novels, A Hero Grows In Brooklyn, which is available for free as an ebook by clicking HERE. There, Steve, who is at this point in the trilogy, a mere 13 years old, has move to a new neighborhood in the middle of the school year, and on the first day at his new school the only thing going well is that he has met the strange and beautiful Mysterious Jane. Let’s take a little look at some of what happens.

Please keep in mind that important sections of how Steve begins to gain the respect of the students at school are left out of this little parable to keep the story fairly brief, but what is left brings up many of the essential issues that must be addressed if we are to wisely answer the question, What is the best way to deal with a bully?

Cool Steve Faces a Bully

cunninghamSteve Marino, an eighth grader, has had to move to a new school in the middle of a school year because his father has gotten into trouble in his old neighborhood. On his first day at his new school, he enters his mechanical drawing class. He’s surprised to see Mysterious Jane. In his last school, there were no girls in his mechanical drawing class, and she’s the only one in this one.

Steve decides to take a seat next to her. As he sits down, he hears a kid to his right whisper to another, “Hey, the new kid’s picked the seat in front of Godzilla. This should be interesting!” Several kids start to laugh. Others have wide eyes of anticipation.

Steve glances back at who is sitting behind him and sees this monster of a student. Left back twice, and a grade ahead of Steve, Godzilla is well past his sixteenth birthday and huge for someone that age. Steve gives him a smile.

mech 2The teacher, Mr. Carmello, a big man with large shoulders and a slightly bent back, gives the class an assignment—they have to draw an engine block using a pencil, ruler, T-square, and protractor. Mr Carmello then pulls on the lapels of his well-worn gray sports jacket and cries out, “Let’s get to work!” and he begins clapping his hands like a baseball coach.

As Steve works on his project he bites on his lower lip. Aaaa, that angle looks pretty shoddy. I better erase it. Okay, slow up and get it right.  Aaaa, it still looks like crap. Again he erases it. This time, ever so carefully, he tries again. Hey, that’s better.

About halfway into the class, someone in the hallway knocks on the classroom door.

“I’m going to have to step out for a minute,” says Mr. Carmello. “I expect everyone to act like adults.”

As soon as he leaves, Godzilla, the huge kid sitting behind Steve, reaches out and grabs Steve’s pencil. Upon the initial grab, the pencil digs into Steve’s paper. As Godzilla yanks the pencil toward his own project, Steve’s paper tears in half. Steve spins around and quickly sizes up Godzilla. If he goes right at him, he would be a feather colliding into a mountain. Steve screams in frustration, “Why did you grab my pencil?”

“Because da point broke on mine,” says Godzilla with a nasty smirk.

“There’s a pencil sharpener right over there!”

“Your pencil was closer,” Godzilla says, laughing.

Steve leaps up preparing to go at Godzilla. Godzilla leaps up, ready to counter-attack.

Steve, seeing Godzilla towering over him, becomes so frustrated he feels he’s going to explode. “I know I can’t take you in a fist fight,” Steve hollers, “but if you grab my pencil again I’m gonna hassle you for twenty-four hours. And I don’t care what you do to me—I’m gonna hassle you for twenty-four hours any way I can. I’m not looking for any trouble with you but I’m not gonna just sit here and take your crap!”

Then Godzilla spits in Steve’s face.

Steve grabs Godzilla’s assignment and begins to crumple it while attempting to dart down the desk aisle. Godzilla reaches out with his long arm and grabs Steve by the back of his neck with his huge hand.

Steve yanks his neck free, leaving two deep bloody scratches.

Several kids begin to yell, “Leave him alone, Godzilla! Mr. Carmello!!”

Steve runs down the aisle, leaping over one desk and heading toward the classroom door with Godzilla lumbering after him.

Just as Steve gets to the door, in walks Mr. Carmello who begins to scream, “What’s going on in here!”

*                                  *                                  *

Vice Principal Lantern, with his bright angry red face that matches his red hair, escorts Steve and Godzilla to the principal’s office. “You two are lucky I’m not going to handle this myself!” he hollers. “Since that student was killed, Mr. Imperiale insists on dealing directly with anyone who gets into a fight.”

“A student was killed?!” Steve exclaims.

“Quiet!” shouts Mr. Lantern. “Students are trying to learn.”

“A student was killed?” Steve repeats in a whisper. “What happened?”

“I’m not at liberty to discuss it.” Mr. Lantern replies.

Oh, this is just great! Steve thinks to himself as he’s walking down the long hallway. Just great! Marone, my neck is killing me!

principalWhen they arrive, the principal is in his inner office busy with someone. His secretary, as she adjusts a bobby pin in her hair bun, tells them to have a seat until he’s through.

“Excuse me,” says Steve to the secretary. “I have to go to the bathroom to wash my scratches.” Upon showing the secretary his bleeding neck, she grimaces and gives him permission.

When Steve gets to the bathroom, he takes off his one decent shirt. Spotting dried blood all over the collar, his face contorts. “It’s ruined. It’s ruined.” He turns the sink water on, looks at his neck in the mirror and begins to think about his first day at school—being put down at lunch because he’s on welfare, now this…well, Steve just can’t help it. He begins to cry.

*                                  *                                  *

Steve doesn’t cry for long, but it’s one of those cries that pours out of you leaving you feeling like something awful was released.

When Steve looks up, he gazes into the bathroom mirror for a long minute. Come on, I gotta get going, he says to himself. He shakes his head and begins washing. The warm water burns and the brown paper towels feel like sandpaper as he washes off the blood.

Slowly, Steve twists and turns to slip his shirt back on, struggling against the wrenching sharpness of his neck scratches. When his shirt is buttoned up, he sets his eyes for strength and determination.

*                                  *                                  *

Arriving back at the office, Steve sees that Godzilla is already in with the principal. The secretary tells Steve to have a seat until he’s called.

After a long uncomfortable wait, finally, Godzilla comes out of the principal’s office. As he passes Steve he whispers, “I’m gonna fix you good for this.”

“I ain’t looking for any trouble with you,” says Steve looking firmly into Godzilla’s eyes. “You leave me alone, I’ll leave you alone. But every time you fix me you’re gonna have to pay the price. Twenty-four hours. I’m gonna hassle you twenty-four hours. And I don’t care what you do to me. I’m not gonna just sit there and take your shit!”

“You watch your language young man!” the secretary hollers.

Godzilla, just about to respond to Steve, spots the principal coming out of his office. Quickly he puts on a smile and lumbers away.

*                                  *                                  *

“Step in here, young man,” the principal says in a deep voice as he points to the entrance of his office.

Steve slides his hands through his hair and complies.

“My name is Mr. Imperiale,” says the principal as he puts out his right hand. A heavy five o’clock shadow is already sprouting from his jowls, chin and upper lip even though it’s only a little past three.

“Mine’s Steve Marino,” Steve replies as he shakes hands with this symbol of authority.

“What happened in Mr. Carmello’s class?” Mr. Imperiale asks, examining Steve’s neck, his face contorting.

“I was working on my mechanical drawing assignment when the teacher had to go out in the hall. Then this Godzilla character, he grabs my pencil, and he just doesn’t grab it, but he digs it into my drawing, ruining it.”

“First of all,” says Mr. Imperiale, “the boy you had a fight with, his name is Warren, not Godzilla. He hates it when the other students call him Godzilla. Is that what you called him when he started in with you?”

“No!” answers Steve. “I just heard the other kids call him that.”

“Well, I don’t want to hear you referring to him anymore in any other way than Warren. Do you agree to that?”

“Sure, Mr. Imperiale. I ain’t looking for any trouble with anyone.”

“Go ahead, Steve finish telling me your side of the story.”

“Well, when he ruined my assignment and I asked him why he did it, he says it was because his pencil point broke. The way he said it and all, well, he had this smirk and I knew he was giving me a pile of…”

“Watch it young man!”

“Sorry. Anyways, I told this here Warren guy that if he hassles me again, I’m gonna hassle him for twenty-four hours any way I can, and then we’ll start over like nothing happened, even if I get the worse of the deal. Each time he hassles me, I’ll hassle back for twenty-four hours. I guess he didn’t like what I said because he spit in my face. So I grabbed his assignment and tore it up, and as I was trying to get away, he grabbed my neck.”

Mr. Imperiale rubs his chin. After a few moments, he says, “Where’d you get this idea about hassling someone for twenty-four hours and then letting the argument drop even if you get the worst of the deal?”

streets“It started with this motto I’d hear in the streets every now and then. It goes, ‘It doesn’t matter if you win or lose a fight as long as the guy who started it ends up knowing he was in one.’ I got the rest kinda from this cartoon I saw and from trying to deal with my brother Pete. In this cartoon there were these two families—the Hatfields and the McCoys. They lived in Appalachia and they were fighting for years, for generations even. Nobody even remembered what started the feud. But they kept fighting anyway—mothers, fathers, and children, generation after generation would be blown away. At some point you gotta stop. I figure twenty-four hours seems like a fair amount. Every time you try a truce, maybe the other guy goes for it. It’s worth a try. I mean even if you get the worst of the deal while you’re feuding, it’s worth a try because, well, first of all, by then the guy who started it knows you gave him some trouble—and also because I personally got better things to do than feud, capeesh?

“I capeesh,” says Mr. Imperiale.

“Another way I got the idea was from my brother, Pete. Even though I’m a lot bigger than Pete, I learned it pays to get along with him because he can do little things to me that’s more of a hassle than a punch in the nose. Like, he’ll start screaming when I’m watching my favorite TV program and if I twist his arm till he swears he’ll stop, two minutes later he’s making a racket with his train set. Before I know it, I’ve missed my whole show. Anyway, I’ve learned that being a lot bigger than a guy doesn’t mean you don’t have to get along with him.

“Hmm, very interesting,” says Mr. Imperiale. “Steve, your plan has some merit to it. But it also has an element of serious risk. There are some people who would seriously hurt you—even kill you—rather than settle peacefully. The sacrifice you make in waging a conflict might not be worth a fair settlement. Choose your fights carefully, Steve. Choose by weighing the good things and bad things about one plan and then contrast these with that of other plans. For example, your plan, in some ways, is kind of a ‘get back’ plan. That is, if a guy does something bad to you, you try to get back at him by doing something bad to him. Your plan does have two rather original elements. You let the other guy know you’ll leave him alone if he leaves you alone. You then let the other guy know you will only hassle him for twenty-four hours and then you’ll return to peace. Let’s look at the pros and cons of this.”

Then Mr. Imperiale pulls his seat around so it is side by side with Steve’s. He takes out a pen and begins writing.

 

PLAN 1 (Steve’s ‘get back’ strategy)

 

                                 Pro

 

Con

 

 

1. Steve can bring about a desired change even with kids much bigger than him. 1. It takes time and energy to do bad things to someone for twenty-four hours.

 

2. There is a chance of peace every twenty-four hours. 2. Steve got spit on.

 

3. Some kids will be discouraged from hassling Steve because they wouldn’t want to pay his price. 3. Steve got his neck scratched.

 

4. Some kids will respect Steve because he stood up to somebody much bigger than him. 4. Warren can do other bad things to Steve in the future

 

5. Some people, when threatened, would seriously hurt Steve, maybe even kill him.

After making this list, the principal says, “Let’s consider another plan. I think Warren started in with you because he knew you’re new here. Without friends to back you up, he thought he could get on your case without any problems. What do you think might have happened if you would have waited until you made friends here at Cunningham before taking any action to deal with Warren?”

Mr. Imperiale and Steve make a list that looks like this.

PLAN 2 (Put off action to deal with Warren until Steve makes friends.)

 

                                 Pro Con
 

1. Steve’s neck probably wouldn’t have been scratched.

 

1. Steve would have still lost his pencil.

 

2. Steve might not have gotten spit on. 2. Steve’s project would have still been ruined.

 

3. Steve would be home now instead of staying after school.

 

3. Warren could do other bad things to Steve.

 

4. In time, Steve could get enough friends to discourage Warren from hassling him. 4. Steve wouldn’t get as much respect from kids as a ‘get back’ strategy. (Though some kids might have lost respect for Steve because they might have thought he was pretty stupid to start a fight with Warren.)

 

“I’m not going to ask you to decide now which plan is the better,” says Mr. Imperiale. “Just think about it over the next few days, okay?”

“Sure.”

Now Mr. Imperiale turns very serious. “Steve, students who need to prove they’re real men by starting fights with other students don’t stay long in this school. I’m not going to put up with that kind of behavior. The community has decided that this school is to be for students who want to get an education. Do you understand what I’m saying?”

Steve nods. Then Mr. Imperiale smiles and shakes Steve’s hand.

*                                  *                                  *

Warren, the boy that the kids at school call Godzilla, gets suspended from school for a week because he started the fight with Steve. On the day he returns to school, Steve is nervous about meeting up with him. When the bell rings to go to his mechanical drawing class, he leaps up two flights of stairs, and then hurries down a hallway lined with student art. When he steps into class, he eyes the situation. Warren is already at his seat. His teacher, Mr. Carmello, is by his desk rubbing his mustache.

“Excuse me, Mr. Carmello,” says Steve. “Let me have a minute to talk to Warren alone out in the hall.”

“I’m not letting you two alone. What? So you can get into another fight. You’re crazy. Go take your seat.”

“I don’t want to fight him,” Steve replies. “I just gotta talk with him, for a minute. Please.”

Mr. Carmello fiddles with his moustache as he considers the situation. “Warren,” he says after a few seconds, “Steve Marino over here, he says he wants to talk with you out in the hall. You want to talk to him?”

“I don’t care,” Warren answers with a tough snarl.

Mr. Carmello fiddles some more with his moustache for a few seconds. Then he pulls on the lapels of his worn gray sports jacket, clears his voice with a throaty—”Ah, hum,” and proclaims his decision. “Steve, Warren, I’ll let you two talk outside the classroom but with the door open. Both of you are to stay at all times in my sight. I’ll be watching through the doorway, but you can stand far enough away so you can have some privacy. If I hear your voices shouting or you get into a fight, you’ll just have to go immediately to the principal’s office.”

Outside in the hall, alone with Warren, Steve paces back and forth several times and then he looks up and says: “Listen, Warren, I’m stuck. My neck is still killing me. You’re twice my size. What would you do if a guy twice your size started to hassle you?”

Warren pulls his head back and his pupils, wide and open, glare into Steve’s eyes. He firmly makes an X with his arms in front of his chest while his hands grasp his shoulders. “You askin’ me?”

“Yeah, I’d like your opinion.”

“I guess… well… well I guess I like yer plan a little,” Warren answers haltingly. “I mean dat plan of yours… you know… where ya hassle somebody fer twenty-four hours. It might work wit’ some guys. It’d probably’d ov worked wit’ me ‘cause I really don’t wanna go ta no 600 school. Ya gotta take a train dere. And Mr. Imperiale, he ain’t just threatenin’ ta send me dere neither. He’d really do it ‘cause I seen him do it ta t’ree udduh kids since I’ve been heah. So yer plan might ‘ov worked wit’ me, and maybe wit’ some udduh kids too. But you do it wit’ some udduh kids—ye’re dead. Like wit’ Harold an’ Anita’s gang, the Skull Bones. Dis guy, Gary, stood up ta dem an’ ended up da next day stabbed ta death in an alley. What are ya gonna do when ya meet up wit’ dem, Steve? Huh? And yer gonna meet up wit’ dem. Everyone ‘round heah gets shit from dem. What are ya gonna do den, Steve? Huh?”

Steve has no answer. He just gets quiet and then says softly, “I heard about some teenager recently getting killed around here but this stuff about Harold and Anita’s gang, I don’t know nothing about them. All I know is I’m not looking for any trouble from you.” Then he looks into Warren’s eyes and offers him his right hand. Warren looks into Steve’s eyes, and growls, “I ain’t shakin’ ya hand yet. Ya treat me wit’ respect and maybe den.”

“That seems fair, Warren,” Steve says. “Is there anything else you want to say to me.”

“Just don’t mess wit’ me.”

“OK.”

Discussion

Well, that’s my parable for today. By presenting it to you, I don’t mean to suggest that Steve handled this situation perfectly. The story is designed to highlight many of the issues that come up in these types of situations, and to be part of the process that urges us to continue the discussions about how to handle bullying in our schools and in other parts of our communities. I urge readers to add their two cents to the discussion by posting your comments below.

And, with that, here’s hoping you join us again real soon right here at From Insults to Respect. Until then, may you find, and may you give, some kindness throughout this holiday season, and beyond.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional and social intelligence. To begin at the very first post you can click HERE.

 

Categories
conflict resolution Depression Emotional pain Laren Stover melancholy psychiatry psychopathology sadness William James

Is Depression an Illness?

sadness 4Since as far back as she can remember, Carla, 19-years-old, has been having periods during which she has waves of deeply sad feelings. She has family members who say that depression runs in their family, and she should see a psychiatrist for treatment. So, off she goes, and after a few questions, the psychiatrist declares she has a mental illness called Major Depressive Disorder. Carla is prescribed pills referred to as antidepressants.

She soon feels a little better, but begins to experience a number of side effects, among them, her sex drive is diminished. Her boyfriend soon breaks up with her, and she has a new bout with sadness. Her doctor increases her dose of pills, and adds some additional ones as well, which seems to work. But in time, new waves of sadness occur, so she goes back to the doctor. ECTHe now sets her up with a series of electroconvulsive shock treatments, which her doctor calls Electroconvulsive Therapy (ECT). Her memory begins to suffer, but after each series she does feel her mood rise.

Some who know Carla, respect her for facing the fact that she has a mental illness and is seeking sound medical advice to have it treated. Others who know her, upon seeing her turning to pills and ECT, regard her as foolish and lose respect for her.

In contrast to how Carla construes her waves of deeply sad feeling, some view it as an artistic temperament, and learn to appreciate these visits of melancholy as something of extraordinary valueWilliam James. Thus, in an earlier post titled William James’s Personal Bout With a “Mental Disorder,” we looked at how the brilliant psychologist and philosopher came to view his “bass notes of experience.” On this subject, he wrote that many so called “healthy-minded” individuals believe that those who worry are “morbid-minded” and “diseased,” but it may very well be true that “the world’s meaning most comes home to us when we lay them most to heart.” He went on to write that,

there is no doubt that healthy-mindedness is inadequate as a philosophical doctrine, because the evil facts which it refuses positively to account for are a genuine portion of reality; and may after all be the best key to life’s significance, and possibly the only openers of our eyes to the deepest levels of truth.”

Recently in the New York Times I met up with another writer who genuinely appreciates periods of sadness.

Ms Laren Stover
Ms. Laren Stover

In an article titled “The Case for Melancholy,” Ms. Laren Stover weaves a very different perspective from Carla, the individual I described at the start of this post who has an image of herself as a “sufferer of mental illness, and a consumer of antidepressants and ECT.”

Ms. Stover, after telling us of her weariness of all those folks on the internet promising to show us how to be delightfully happy in just a few short steps, writes:

sadness 3“Whatever happened to experiencing the grace of melancholy, which requires reflection: a sort of mental steeping, like tea? What if all this cheerful advice only makes you feel inadequate? What if you were born morose?”

It is of course not alway easy to bear these experiences, but one can begin to observe the beauty of it:

“It visits you like a mist, a vapor, a fog. It is generally uninvited. And as some people are born into royalty, wealth and prestige, others inherit a disposition for sadness.”

Notice how Ms. Stover pairs this experience with images of being born into royalty, wealth and prestige. In contrast, the mental illness promoters would much prefer to have us associate such experiences with being stuck with an awful disease we can only learn to manage with psychiatric drugs and, if that doesn’t prove sufficient, ECT. 

Laren continues to weave her artistic images of melancholy with such words as:

sadness 2“Sadness has a bad reputation. But I soon came to feel that melancholy — the word itself is late Latin from the Greek melancholia — is a word with a romantic Old World ring, with a transient beauty like the ring around the moon.”

And in another fine phrase, she tells us:

it is fine to indulge in the cloudy charms of melancholy: to watch a sad black-and-white movie or to be swept away by the wind making a sound that Truman Capote described as a grass harp.”

sadness 6My favorite line in Ms. Stover’s article is actually a quote from her late father, a writer who published 24 books, and apparently also dealt with the many challenges of melancholy: “I don’t know if you’ll be a writer,” he tells his daughter, ” but you have the ‘up down’ thing too. Make creative use of it, otherwise, people will think you’re just plain nuts.”

sadness 5In our society, with its commercials every few minutes on TV telling us of all of the wonderful benefits of treating the terrible disease of depression with drugs, it is not easy to come to the artistic temperament point of view. And there are many good people that you will meet who genuinely believe that they have been saved from the depths of despair by doctors who utilize the medical model. If you choose to follow them down that road, I do wish you well. I have no desire to stop people from following the path that makes the most sense to them.

But for those who have not made their decision on what direction to head questionably into that dark night, I do gently ask for a momentary pause. Yes, in the physical illness domain, many medical procedures produce amazing outcomes. And it is therefore understandable that people will be eager to seek help from those who practice this medical approach to help in the domain of psychological distress. But it is worth noting that doctors can be terribly wrong at times. In the same issue of The New York Times as Ms. Stover’s article appears, we can find an article titled “How Doctors Helped Drive the Addiction Crisis.” It points out that,

OxyContin's long-acting formulation makes it popular but also prone to abuse.
OxyContin’s long-acting formulation makes it popular but also prone to abuse.

“The rate of death from prescription opioids in the United States increased more than fourfold between 1999 and 2010, dwarfing the combined mortality from heroin and cocaine. In 2013 alone, opioids were involved in 37 percent of all fatal drug overdoses.

Driving this opioid epidemic, in large part, is a disturbing change in the attitude within the medical profession about the use of these drugs to treat pain.”

A recent scientific analysis of the pros and cons of the so-called antidepressant, titled “Primum Non Nocere: An Evolutionary Analysis of Whether Antidepressants Do More Harm Than Good concludes:

antidepressant_pillsWe have reviewed a great deal of evidence of the effects of antidepressants on serotonergic processes throughout the body. Some of the effects are widely known, but they have been largely ignored in debates about the utility of antidepressants. Indeed, it is widely believed that antidepressant medications are both safe and effective; however, this belief was formed in the absence of adequate scientific verification. The weight of current evidence suggests that, in general, antidepressants are neither safe nor effective; they appear to do more harm than good.

Recent findings with regards to the previous standard medical recommendations for breast cancer and prostate screenings now indicate they led to far more harm than good for millions of patients.

And so, pausing, and considering an alternative way to think about melancholy may be well worth your while. If you feel you just can’t go it alone, meditation has been an enormous help for me in discovering a deeper understanding of these experiences. Vipassana-and-mindfulness-300x200My son, Jack, has found his Vipassana meditation retreat experiences of enormous value, and the cost for these retreats is on a voluntary donation basis. Some counselors and psychotherapists who have not fallen hook, line and sinker into the medical model view of these types of challenging experiences, can be of great help to make the transition from ugliness to beauty.

Well, I hope this discussion has deepened the reader’s views of melancholy, sadness and tears. Until you join us again right here at “From Insults to Respect,” may all of your concerns be addressed with wisdom, love, and kindness.

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence.  To begin at the very first post you can click HERE.

Categories
child discipline conflict management conflict resolution criticism interpersonal conflicts social and emotional skills learning student discipline student insubordination

On Slamming Insubordinate Student Down

slam 3By now, most of you have repeatedly seen the shaky video that shows a police officer grabbing an insubordinate sixteen-year-old female student, Shakara, who is sitting at her desk (see HERE). When the officer’s hand is very close to the student’s throat, she hits at his arm. The officer then flips her over and flings her to the front of the classroom.

slam 4The student reportedly refused to put away her cell phone and then refused to leave the class after repeatedly being ordered to do so. Subsequently, the police officer was fired for using inappropriate force and because his maneuver violated department policy and training.

 

The Media’s Criticism

Numerous media commentators expressed outrage at what had occurred, but none that I’m aware of provided a detailed description of what would have been a better way to handle such events. For example, a Washington Post story, penned by its editorial board, states:

slam 5There is no question the young girl involved in the incident was wrong in allegedly refusing the teacher’s request to stop using her phone, and in not leaving the classroom when asked. But there are methods short of slapping on handcuffs available to schools for dealing with disrespectful children. Not only does this girl now face criminal charges that could dog her for the rest of her life, but a classmate who recorded the incident on her cellphone was arrested as well. 

principal's officeThe principal’s office — not a police station — is where both should have ended up, and it is hard not to suspect that that would have been the outcome had the offending students been white. That underscores the need for school officials everywhere to take a hard look at their disciplinary systems for bias and put in place practices that make schools safe, and also inclusive, for all students.

Notice that the editorial advocates that this issue is best handled in the principal’s office. But what if the student is refusing to go there, as is apparently alleged in this case?

male-criticismIn an earlier post on this blog, I advocated that an essential feature of mature criticism is that it is provided with enough details so that the criticized person, if he or she wills, can improve the behavior, idea, or appearance. I have not found, even after an hour of scanning the various media reports and editorials about this disturbing incident that, in my opinion, adequately provides a description of what would be a better response than what actually occurred. So, in this post, I’ll try to model a more mature form of criticism.

An Example of Being Specific and Practical When Providing Criticism

The first step, in my opinion, is to clarify what happened because there are some conflicting reports. According to Shakara’s attorney, Todd Rutherford, she had obeyed orders to put her cellphone away, and the dispute arose because she did not put it away fast enough. He went on to say, “She wasn’t yelling. She wasn’t disrupting the class. She wasn’t a threat to anyone.”

Another female student in the class reported that her classmate had her cellphone in math class. “She just had it out. She wasn’t talking or anything.”

In contrast to these two reports, the Washington Post reported school officials alleged that Shakara refused to stop using her phone which can be viewed as disturbing the class. Other media outlets specifically used the word disturbing the class as a reason for the occurrence. For example, according to a report by WISTV.COM,

sheriff“The student was told she was under arrest for disturbing school and given instructions which she again refused,” Lott [Richland County Sheriff] said.

Just what was meant, specifically, by the phrase “disturbing the class” was not made clear. So, given these somewhat contrasting descriptions, I’ll first provide criticism that specifically lays out an alternative way to handle a situation in which the student is violating a specific school rule but is not disrupting the ongoing classroom lesson. Then we’ll turn to an alternative way to handle a situation in which the student is violating a specific school rule and is disturbing the ongoing classroom lesson.

cell phoneExample 1: In the event that the school had a policy that all cell phones are to be off and out of sight whenever a class is in session, as is true in my local school district, and a student is violating this rule without disturbing the class lesson, here is my suggestion for a response that would be, in my opinion, a distinct improvement over what apparently took place:

Teacher to Shakara: “There is a school rule that all phones are to be off and out of sight, Shakara. Please make sure your phone is shut off and place it out of sight.

Shakara, not complying, says, “The rule is unfair.”

Class Rules_thumbTeacher to Shakara: In a pleasant, authoritative (in contrast to an authoritarian) tone of voice, “If you believe a school rule is unfair, there are some things that you can do that won’t land you in trouble for being insubordinate. You can make an appointment with me and the principal, and if you would like, you can also bring to the meeting your parents and some other advocates with you, to make your case. There are groups of lawyers from the Legal Aid Society and perhaps the American Civil Liberties Union that might want to help you to change something you feel is unfair. If you are dissatisfied with what occurs at that meeting, you can work your way up the chain of command, setting up a meeting next with the district superintendent, and then, after that, to the Board of Education, and then into the civil court system. You have a perfect right to try to change rules like this, and I think it would be educational for you to consider doing this. However, if you want to try to change the rule by being insubordinate in class, as long as you are not disruptive, we’ll get on with the class. Afterwards, you will not be able to return to class until your parents are called, and you and they attend a meeting.  At that meeting, you will have an opportunity to explain your position. Then the school principal will decide what other consequences you will have to face for being insubordinate. Now, do you, or any other students in the class have any questions about this?”

After answering any questions, the teacher would then ask politely, “Shakara, I am now giving you your choice, either shut off your phone and put it out of sight, or face the insubordinate charge.”

If the student doesn’t comply, the teacher would then continue with the class lesson as long as the student does not disturb the rest of the curriculum’s lesson, and then, after the class has ended, she would report the insubordination to the principal.

I have timed how long this would take–approximately two minutes if the student or students don’t have any questions, and maybe another two or three minutes to answer a few questions. Compare that to the time that is now being spent by local officials because of this event.

Example 2: In the event that the student is acting in a way that is disturbing the curriculum lesson, the teacher would first use the above approach. Teacher-and-StudentIf the student decides to continue to disturb the class lesson, the teacher would sit by the student and say in a caring, concerned manner, “You are taking learning time away from your fellow students, Shakara. You now have an insubordination charge to deal with. You are making choices that are not fair to the other students in the class who want to be prepared to pass tests at the end of the year. Is everything ok? Why are you acting like this?”  The teacher would listen to the student. If she continues to remain uncooperative, the teacher would then say in a calm tone of voice, “I am now going to call an administrator to come to the class to help us out with this.”

When the administrator comes, he or she would say, “Let’s not take any more learning time away from your classmates, Shakara. I want you to come with me to the office, and we’ll try to work this out.”

If the student refuses to go with the administrator, the administrator would then call the school’s resource officer, and when he or she arrives, the administrator would tell the teacher to take the rest of the class to the library and to continue the lesson there. Shakara would be told to stay in the class until the rest of the class is gone.

If she was to try to leave with her class, the administrator and officer would gently block her from leaving, without putting any hands on her, just moving their bodies in between her and the door. Hopefully both would have had some training to do this. While doing this, Shakara would be informed that if she attempts to lay any hands on either the administrator or the officer while trying to leave, she will be risking an assault charge that can lead to her being arrested.

sheriff carsIf she does indeed choose to physically attack either school official, another set of officers would be called, and she would then be arrested. From my experience as someone who worked for thirty years in schools, at a juvenile correctional facility, and a child psychiatric center, in the presence of an administrator, the school officer, and two other police back-up officers, it is extremely unlikely that Shakara would have resisted arrest under this set of circumstances. If she does resist, she would be subjected to a physical arrest that follows standard police practice.

In the event that Shakara does not begin to physically attack those who are blocking her path to leave, once the other students have left the class, the administrator would sit beside her and ask softly, and in a  concerned, caring manner, “Are you ok?” He or she would listen, using reflective listening skills aimed at de-escalating the conflict. When the student has calmed down and shared her side of what happened, the administrator would say, “The rules of the school now require that we go to my office, and I’m to call your parents. Take your time. When you are ready to go with me to my office, we’ll do so.”

I have found that once the student’s peers are no longer present, face saving variables are dramatically reduced. The student quickly settles down and readily agrees to go to the office.

Conclusion

female-criticsmI am not trying to take the position that the approaches that I described as helpful alternatives are the only reasonable courses of action, or the best alternative. I encourage readers of this blog to make other suggestions. My larger point is that the details of my proposals well match the higher levels of mature criticism, in that they provide enough details so that those who are criticized can, in a practical manner, utilize the criticism if they choose to do so.

With that, I invite you to join us again real soon here at From Insults to Respect. Have a great week!

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional and social intelligence.  To begin at the very first post you can click HERE.

Categories
conflict resolution criticism Disagreements incivility at work insults Levels of Maturity Stephen Colbert Supreme Cort Justices Supreme Court Justice Stephen Breyer

Supreme Court Justices Dealing with Their Disagreements

SeedlingsOn this blog, we have been discussing the question, “Is it possible that there are immature and mature ways to handle our disagreements?” To help answer this question, I have, very tentatively, proposed five levels of maturity for providing criticism (see here) and five levels of maturity for responding to criticism (see here and here).

In defending these levels of maturity, I have pointed out that I have made videotapes of individuals acting out scenarios in which they portray characters who are dealing with disagreements. In some, the actors use a style that match the more immature levels, and in others, they use a style that match the more mature levels. video-watchingI have found that independent viewers of these videotapes tend to rate the actors as more likable and respected when they displayed a style that match the descriptions of the higher levels of maturity.

golden ruleI have used some other arguments, as well. For example, I asked people to consider the golden rule, and then ask themselves, “When I criticize someone, how would I like the other party to ideally respond?”  Most people clearly prefer that the other party would respond in a manner that is very consistent with the higher levels of maturity that I have outlined on this blog.

As I continue to write about these issues, I’m always on the lookout for other ways to bring home the idea that there are indeed mature and immature ways to provide and respond to criticism.

Supreme Court Justice Breyer Interview with Stephen Colbert
Supreme Court Justice Breyer Interview with Stephen Colbert

Well, with this in mind, recently I happened to be watching the Late Show with Stephen Colbert and he had as a guest, Supreme Court Justice Stephen Breyer. The two got to discussing how the justices deal with their own disagreements, and as it turned out, it seems to me that it is relevant to the maturity discussion. After all, supreme court justices are selected from among the most highly regarded judges in our land, and they surely get plenty of practice dealing with disagreements. So, for your consideration, here’s the transcript of the Late Show discussion (For those who would like to see the entire exchange themselves, it can be viewed on Youtube here).

The Late Show Discussion Between Colbert and Supreme Court Justice Breyer

BreyerLateShow.jpg.CROP.promo-xlarge2Colbert: Let’s talk about disagreeing. You go to work everyday, and manage to get your job done with a group of nine people, half of whom disagree with you vehemently on a host of different issues. How do you guys manage to keep doing your job while the rest of the government can’t?

Justice Breyer: When we are sitting around that table, well, I don’t know about, let’s leave the rest of the government out of it, but I’ll say that when the rest of us are sitting around that table discussing, the nine of us discussing, I’ve been there over 20 years, 21, I have never heard a voice raised in anger, I have never heard one member of our court say something insulting about another, not even as a joke. Of course we disagree. We disagree about half the time; we’re unanimous about half the time; and we’re 5 to 4, and it’s not always the same 4, maybe 20 percent or so, and we feel it possibly quite strongly, but the discussion is professional, it is serious, but it is not personal, and we are good friends despite the fact that we agree some of the time and we disagree others of the time.

How Does Supreme Court Justice Breyer’s Description of How the Members of the Court Handle Their Disagreements Match this Blog’s Description of Mature Ways to Deal with Disagreements?

On this blog, one of the most mature ways to provide criticism is described as follows:

Illustration by Deanna Martinez

The criticizer states the criticism without bodily attacks, damaging property, glares, insults, threats, or shouts, and with enough details so that the criticized person, if he or she wills, can improve the behavior, idea, or appearance.  If the person receiving the criticism becomes defensive or angry, the criticizer empathizes without returning, glares, insults, threats, or shouts.

One of the most mature ways to respond to criticism, as described on this blog is:

People at this level listen to the criticizer in a supportive, warm, friendly style, and then make it clear that they fully understand what was said.  Moreover, they put the criticizer at ease by making statements that indicate that the wise learn from criticism.  Some time is spent on showing that they are thinking about the criticism.  If, after thinking about the criticism the criticism is deemed to be correct, they make a statement frankly indicating, “I can see your ideas have merit and I intend to use them in the future.”  If they are not sure if they agree, they make a statement indicating that they are very interested in what was said, plan to think a little more about this over the next few days and then they will be ready to discuss this further.  If, after thinking about the criticism, the criticism is deemed to be incorrect, a statement is made designed to disagree without being disagreeable.  More specifically, a sense of humor, some listening in a caring way and a few smiles help to traverse rough terrain.  As the episode winds down, the criticizer is encouraged to feel comfortable communicating suggestions in the future.

BreyerObviously Justice Breyer’s comment about his court’s style of dealing with disagreements was brief. When you are on a show like The Late Show, it is understandable that replies to questions must be fairly brief, and in a conversational manner. So, we can’t say with certainty that his response is a perfect match with this blog’s description of a mature style. But note that in over 20 years, despite regularly disagreeing with one another, he never heard a voice raised in anger, or heard one member of our court say something insulting about another, not even as a joke. And he mentioned, as well, that they are all good friends. This seems an excellent match with the phrase in this blog’s description of a mature response to criticism that states, “People at this level listen to the criticizer in a supportive, warm, friendly style.”

In my view, the way Justice Breyer describes the style used by the Supreme Court Justices to discuss their disagreements is well worth thinking about as we think about our own style for discussing disagreements.

Well, those are some thoughts for today. May all of my readers have a wonderful week, and here’s to hoping you’ll join us again real soon on “From Insults to Respect.”

Jeff

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on.  This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional and social intelligence.  To begin at the very first post you can click HERE.

Categories
Bob Dylan conflict conflict resolution The devil

Bob Dylan On the Devil

Bob Dylan2Well, once again I decided to listen to one of Bob Dylan’s Theme Time Radio Hour shows. This time his topic was the devil.

The show begins with stirring music that sounds like an enormous storm is moving in, and then Bob says, “This is Theme Time Radio Hour and there’s hell to pay.” He then launches into a reading of a little section of John Milton’s, Paradise Lost.

“Him, the almighty power,
Hurled headlong, flaming through the etherial sky,
With hideous ruin and combustible, down.
To bottomless perdition, there to dwell
In adamantine chains and penal fire,
Who durst defy the Omnipotent to arms.”

Soon after this, Bob introduces his first song:

Crossroad_Blues_ROBERT_JOHNSON“We’re going to start things off with Robert Johnson, a man who they say knew a little bit about the Prince of Darkness. According to legend, Robert Johnson made a deal with the devil at the crossroad of highway 61 and Highway 41 in Clarksdale, Mississippi. He traded his soul. That’s what they say. This is his song, ‘Me and The Devil Blues.'”

Playing a twangy guitar, Johnson begins, “Early this morning, me and the devil been walking side by side.” The song goes on from here to tell us about a guy thinking of beating his wife for not doin’ him right. Meanwhile, she can’t believe he’d do something like that, so she ends up blaming “that old evil spirit, so deep down in the ground.”

crossroads

After the Robert Johnson song, Bob plays us “Satan is Real” by the Louvin Brothers. The singer seeks to convince us of the existence of the evil one with the following story:

Louvin_-_Satan_Is_Real001_300“I know that Satan is real, for once I had a happy home;
I was loved and respected by my family, I was looked upon as a leader in my community,
And then, Satan came into my life.
I grew selfish and un-neighborly; my friends turned against me,
And finally, my home was broken apart; my children took their paths into a world of sin.”

I know that some might think this man would be better off taking responsibility for the life path he took, but he prefers to blame it all on Satan. I wonder if his approach helps him to gain respect for himself and from others.

A little later in the show, we hear the Grateful Dead’s “Friend of the Devil,” Elvis Presley’s “Devil in Disguise,” and Bob Wills and His Texas Playboys’ “The Devil Ain’t Lazy.” Then Bob tells us:

“It says in first Peter, Chapter 5, verse 8, ‘Be sober, be vigilant, because your adversary is a roaring lion that walketh about seeking whom he may devour.’ Or, as they also say, ‘Idle hands are the devil’s playground.'”

Among the acts that get blamed on the devil in the next few songs Bob plays on his show are, telling dirty lies, vanity, leaving a lover after making a commitment, not heeding the drunkard’s call, loving you when I should hate you, and strutting with a blue dress, high heel shoes, and an alligator purse.

At one point, Bob provides us a couple of relevant quotes by a couple of famous people:

“Oscar Wilde once said, ‘We are each our own devil, and we make this world our hell.’ Otis Span said, ‘the devil could be anything from soups to nuts.”

Tom Waits
Tom Waits

The last song played on this show is Tom Waits’s “Way Down in the Hole,” which Bob says is “Low on schmaltz and a real show-stopper, not pullin’ any punches.” Here’s some of its lyrics:

don’t pay heed to temptation
for his hands are so cold
you gotta help me keep the devil
way down in the hole

Bob closes his show with these words:

“Now it’s time to climb out of the hole with the devil and shut the door on another Theme Time Radio Hour. We’re gonna leave you now with the words of George Harrison who said, ‘Gossip is the devil’s radio.’ I don’t know about that, but I hope Theme Time Radio Hour is your radio. We’ll see you next week as sure as hell.”

Conclusion

Well that’s my post for today. Until next time, I hope you spend some time thinking about what it means to have conflicting desires; why we, and others, sometimes act in ways that interfere with values many of us hold dear; and, when we do such acts, is it wiser to take responsibility for our own actions or to blame it on the devil?

My Best,

Jeff

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Some people will enjoy reading this blog by beginning with the first post and then moving forward to the next more recent one; then to the next one; and so on. This permits readers to catch up on some ideas that were presented earlier and to move through all of the ideas in a systematic fashion to develop their emotional intelligence. To begin at the very first post you can click HERE.