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		<title>Did you knock on my door?</title>
		<link>http://www.teenagewhisperer.co.uk/home-visits-knock-on-my-door/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=home-visits-knock-on-my-door</link>
		<comments>http://www.teenagewhisperer.co.uk/home-visits-knock-on-my-door/#comments</comments>
		<pubDate>Fri, 18 May 2012 13:13:54 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Just Understand Me]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1881</guid>
		<description><![CDATA[Did you knock on my door? Did you want to see? Or was the sterile incomplete description in my report enough for you? Or what your colleague told you over the kettle? Or what my social worker told you over the phone? You want to see what my life is like. You ask me in your appointment room, in the cafe or in detention, to tell you what life at home is like. But why<span class="read"><a href="http://www.teenagewhisperer.co.uk/home-visits-knock-on-my-door/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">Did you knock on my door?</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p></p>
<p>Did you knock on my door? Did you want to see? Or was the sterile incomplete description in my report enough for you? Or what your colleague told you over the kettle? Or what my social worker told you over the phone?</p>
<p>You want to see what my life is like. You ask me in your appointment room, in the cafe or in detention, to tell you what life at home is like. But why should I bother to tell you? Do you really want to see? Your words tell me you don&#8217;t cos if you really wanted to know, you wouldn&#8217;t ask, you&#8217;d come and see. </p>
<p><span id="more-1881"></span></p>
<p>Even if I try and tell you without you coming to look, you wouldn&#8217;t get to see it all. You&#8217;d be seeing it only through my eyes. You wouldn&#8217;t find out about the things that I don&#8217;t even notice any more and wouldn&#8217;t think to mention. The abnormal that has become my normal. The holes in the walls and the doors that tell of anger, the smell of alcohol and weed that clings to the curtains, the rubbish strewn everywhere. Or my Mum and Dad at the door, determined not to let you in. Or the grubby little sister with the matted hair and the rotten teeth. Or my Mum on her own, full of care and concern but struggling to manage life, let alone me. Or the foster carer that gives me a roof but clearly no more. </p>
<p>Or you might see a well kept home or a home with more luxuries than our family income should allow. You might see a mantelpiece with pictures of everyone but me, or a photo of someone that died that I can&#8217;t bear to mention. Or an almost forgotten sibling whose name is never voiced, cos he&#8217;s doing time. </p>
<p>You might see some people pop round- the regular visit of the well known offender or the group of older kids that hang around right outside my door. Or you might just see that my home life seems pretty &#8216;normal&#8217;. Either way, there&#8217;s so much to see.</p>
<p>Visual clues are everything and if you limit those clues to just looking at me, you are never going to really see me, my life, my family, my circumstances. The visual provides no place to hide- it provides prompts to conversations, it opens the eyes of your heart and leads you to ask the right questions, to begin to &#8216;get&#8217; me and why I do what I do. Like what might be influencing me, who might be ignoring me, who frightens me or annoys me. The stuff of relationships, the stuff of my life. </p>
<p>In some ways I &#8216;get&#8217; that you probably don&#8217;t particularly want to come and see my life in its rawness, particularly if it&#8217;s dirty and it&#8217;s smelly. Which is all the more reason to do it. It shows me you care, that you are interested in me, that you care enough to see beyond the dirt- you really want to connect with me. You&#8217;ll experience discomfort in your pursuit of my happiness. </p>
<p>I know the voice in your head- &#8216;I&#8217;m not going to that God-forsaken place if I don&#8217;t have to!&#8217;. Well I&#8217;m glad you have that choice, I don&#8217;t. This is where I live. If you care, you&#8217;ll come. </p>
<p>&#8216;I&#8217;m too busy. I just don&#8217;t have the time&#8217;. Please don&#8217;t kid yourself. You&#8217;ll learn more about me and connect with me (and with my parents and carers) more in one home visit than you could in ten times as many conversations in your cosy world. And connection means everything to me. Yes it requires more effort from you, but the benefits far outweigh the cost. If you really want to see me and help me, this you have to do. </p>
<p>I get it, you&#8217;re scared. You don&#8217;t know what you will find- &#8216;normal life&#8217; or uncomfortable hell, and what do you do if you see things you don&#8217;t want to see? You&#8217;re tired, you&#8217;re overworked, you don&#8217;t have the energy to deal with what might be behind the door and the emotional response you might have to it. So you roll down the shutters and you don&#8217;t come. And you wonder why I don&#8217;t engage with you? It&#8217;s because you didn&#8217;t engage with me and my life. </p>
<p>It&#8217;s the fear of the unknown. It can haunt you as much as it haunts me. I&#8217;m scared to make changes in my life cos I don&#8217;t know what they&#8217;ll look like, whether I can do it, whether I have the strength. And if you want me to pluck up the courage to give it a go, then you need to show me what doing something different, something out of the ordinary or expected looks like. Show me how brave and deep our internal strength can be. Knock on my door. </p>
<p>You&#8217;ll learn that things aren&#8217;t as scary as they seem, that being afraid of the unknown is scarier than giving it a go and knowing. That the street that I live on is not going to pounce and devour you like you think it will, that the sofa you sit on is not going to eat you, that most doors are opened rather than slammed in your face. You&#8217;ll see the humanity rather than the scare stories, the people amidst the hardship. So the outcome is usually better than expected and even when it is worse, you&#8217;ll know you did the right thing. You reached out. You tried to connect with me, with my life.  </p>
<p>We&#8217;ve both just got to face the unknown and make it known, remove the debilitating fear that prevents us from pushing ourselves forwards, from connecting, from changing. We&#8217;re more alike than you realise, you and me. </p>
<p>You&#8217;re the adult, not me, so I ask that you take the first step and show me the way to overcome the fear of the unknown. You lead and I&#8217;ll be more likely to follow. Just knock on my door and I&#8217;ll show you my life. </p>
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<p>
N.B. In a very small number of cases it is genuinely unsafe to make home visits to some young people due to issues such as dangerous dogs, previous violence towards professionals or because it is a drugs den. If in doubt, consult your line manager. </p>
<p>In these cases you clearly can&#8217;t knock on their own personal front door. In which case, knock on the front door of their community- meet the young person somewhere in their community, like a diner or in the park. Just reach out to them, where they live, in whatever way you can. </p>
<p>And as a matter of course with all out-of-office visits, always make sure that someone knows where you are and when you are expected to be finished, and call them when you are done. This is belt-and-braces keeping yourself safe, but please don&#8217;t let it perturb you from knocking the door in the first place.</p>
<p>To be sure not to miss out on future posts, why not sign up to the <a href="http://eepurl.com/f8xeb">Teenage Whisperer newsletter</a>? Sign up and you will be notified by email of future posts and you will automatically receive a free peer pressure resource to use in your work with young people.</p>
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		<title>Overcoming resistance to change: The strongest argument you can make is not to</title>
		<link>http://www.teenagewhisperer.co.uk/overcoming-resistance-to-change-the-strongest-argument-you-can-make-is-not-to/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=overcoming-resistance-to-change-the-strongest-argument-you-can-make-is-not-to</link>
		<comments>http://www.teenagewhisperer.co.uk/overcoming-resistance-to-change-the-strongest-argument-you-can-make-is-not-to/#comments</comments>
		<pubDate>Fri, 11 May 2012 14:30:05 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Out of the Box]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1822</guid>
		<description><![CDATA[Most teens love to resist anything that you might have to suggest to them. Arguing with adults is a daily sport that they love to engage in, particularly when it concerns you trying to make them do something they don’t want to do. They do it at home, they do it at school, they do it with social workers, they do it with youth justice workers. No-one is exempt. When the change that you want<span class="read"><a href="http://www.teenagewhisperer.co.uk/overcoming-resistance-to-change-the-strongest-argument-you-can-make-is-not-to/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">Overcoming resistance to change: The strongest argument you can make is not to</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p></p>
<p>Most teens love to resist anything that you might have to suggest to them. Arguing with adults is a daily sport that they love to engage in, particularly when it concerns you trying to make them do something they don’t want to do. They do it at home, they do it at school, they do it with social workers, they do it with youth justice workers. No-one is exempt. </p>
<p>When the change that you want them to make involves some seriously damaging behaviour, either to themselves, others or both, and you want them to stop, then the stakes are really high. It might be aggressive behaviour, alcohol or drug abuse, risky sexual behaviour or criminal activity, to name a few. You want to literally shake some sense into them before it’s too late and they end up doing something with dire consequences. </p>
<p>Due to the urgency of the problem, the temptation is to lecture, even in the nicest possible way, to highlight the dangers, to tell them why they should stop.
<p><span id="more-1822"></span></p>
<p>Problem is, you argue your case, and they argue back, or they just tell you to get lost and ‘win’ the argument by ignoring you altogether. You’re exhausted, they’re exhausted. You talked, they didn’t listen. They talked, you didn’t listen. You think they’re foolhardy, they think you have no clue. And what is the end benefit of these exchanges? Usually absolutely nothing. They still don’t want to change. </p>
<p><strong>So how on earth do you get them to change? How do you get past their utter resistance to the idea of change?</strong></p>
<p>Pure and simply, you need to avoid doing the one thing that helps them to avoid really addressing the issue- arguing. Even if there is no shouting or expletives, engaging in an argument or debate will likely get you nowhere in effecting change. Why? Because you are creating an environment where they can finely hone their arguments as to why they don’t need to change (resistance talk), rather than doing exactly what you need them to do -exploring change (change talk). </p>
<h4><strong>Resistance talk includes:</strong></h4>
<p><strong>- statements that deny there is an issue to be dealt with:</strong> <br />
<em>‘Get lost, I don’t have an anger problem’<br /> ‘Everyone else my age drinks. What’s the problem?’</em></p>
<p><strong>- statements about intentions not to change: </strong><br /><em>‘If you think I’m going to listen to anything you’ve got to say then you are mad. I’m fine as I am thanks. It’s you with the problem.’</em></p>
<p><strong>- statements about the advantages of the status quo:</strong> <br /><em>‘I have a boss time when I’m getting high with my mates.’<br /> ‘Nicking cars is ‘buzzin’’<br /> ‘It beats being stuck in this shit-hole of a house.’</em></p>
<p><strong>- statements about the disadvantages of change: </strong><br /><em>‘How the hell else am I supposed to get anyone to listen to me?’ <br /> ‘What am I supposed to do on a Friday night if I stop drinking? Might as well die, life would be so boring.’ <br />‘I’d sooner die than have to spend any time with him/her.’</em></p>
<p><strong>- statements of pessimism about change:</strong> <br /><em>‘What’s the point anyway? It’ll make sod all difference to anything’<br /> ‘I can’t change. It’s just the way I am.’</em> </p>
<p><strong>- non-engagement:</strong> <br /><em>‘whatever’<br /> ‘huh?’ <br /> silence, or change of subject.</em></p>
<p>Research has shown that with young people <strong>the most vital indicator of change is a reduction in this kind of resistance talk</strong> (Baer et al 2008). So the most important thing you can do to try and achieve change is to limit the amount of resistance talk a teen engages in. This means that you need to stop trying to argue the case for them to change, stop trying to persuade them, it will only encourage them to engage in this kind of talk. </p>
<p>Arguing against adult’s opinions is a normal part of the teen developmental process. Developing a greater sense of autonomy is a vital part of the pathway to adulthood and the natural partner to this is a greater resistance to adult authority.  By trying to tell or even persuade them why they need to change, they will perceive that you are limiting their personal freedoms (and their drive towards greater autonomy and adulthood) and are more likely to have a negative resistant response and to engage in resistance talk (Brehm 1966). The end result is that you both leave the interaction more convinced of your own rightness and nowhere near change (even if lipservice has been paid). </p>
<p>So what can you do if you can’t argue the case for change with them? They need to see the other side of the debate. They’re stuck in their own thinking. If they don’t see the other side, surely they’ll get nowhere?</p>
<p>Well yes, you are absolutely right, someone needs to present the arguments for change, someone needs to consider the pros and cons of continuing in the current behaviour and in trying out some new behaviour. And the best person for the job? The teen themselves. Your role is not to argue or debate with them, to persuade them. Your role is to help them argue their own case for change. </p>
<p><strong>So how do you help them to argue their own case for change? </strong>How do you get round all the objections, the arguments, the resistance talk, the sheer bloody-minded opposition? </p>
<h4><strong>1.	Make it clear from the beginning that they are ultimately in control of their lives, not you  </strong></h4>
<p></p>
<p>When beginning to try to get them to reconsider a behaviour, if you start off with a statement that conveys that you realise that they are in control of what they do and the decisions they make, then their ears will prick up. For most teens this is a radically different statement from the ones they are used to hearing from adults. They are far more used to being told how what they are doing is wrong and what they should be doing is x, y and z. </p>
<p>Once you have made their autonomy clear you can then explain how your interactions are going to work: ‘I want to help you make the best decisions for you. I don’t want to lay down the law, I don’t want to tell you what to do. I just want to help you explore what’s going on in your life at the moment and to really understand where you are coming from. I really want to explore together and understand you more so I can help you decide how you want to handle this situation.’ </p>
<p>It’s harder to argue with someone when they state that they want to listen to you and respect your right to choose. The most ardent resisters might still throw out resistance talk and continue to avoid addressing the issue. A classic would be, ‘There is no poxy situation. Just piss off’.  In which case, you will need to employ one of the other following strategies. </p>
<h4><strong>2.	Get them to tell you how they see the situation</strong></h4>
<p></p>
<p>Whatever you do, don’t tell them what you see the situation as being, e.g. drinking too much, being too aggressive etc. Even if it is well meant and framed helpfully like, ‘I really want to help you with your over-drinking’ or ‘I really want to understand why you get so angry that you lose control so I can help you’, all the teen will hear is that you are more interested in your own take on things than you are on listening to them. They’ll try and avoid listening to you, will dig in their heels and will resistance-talk till the cows come home to avoid having to engage with you. </p>
<p>If you tell them how you perceive the situation you are also missing out on an opportunity to understand better how they view their behaviour and how much and what sort of work you need to do with them to get them to a place where they will contemplate change. </p>
<p>A straightforward way of getting them to tell you how they see the situation is to ask them an open-ended question about what why they think they are having this conversation / are in this session with you: <strong>‘Why do you think you are here?’</strong> <em>(If you have experienced further resistance as highlighted in point 1, moving the conversation onto this question could be a way of moving the conversation on).</em> </p>
<p>For example, if the issue is drinking, you might get the  following answers and these will give you some indicator of their readiness for change <em>(for more on stages of change <a href="http://www.samhsa.gov/co-occurring/topics/training/change.aspx">see here</a>)</em>:</p>
<p>- ‘because you think I drink too much?’ <br /><em>[They probably don’t really think they have a problem, or if they do have some realisation they clearly don’t think it is as big a problem as you do. Some way to go before ready to make a change] </em></p>
<p>- ‘because the court said I had to’ <em><br />[I’m not really interested in change, I’m just here through coercion]</em></p>
<p>- ‘because I drink too much’<br /> <em>[possibly receptive to idea of changing behaviour as owning the behaviour] </em></p>
<p>- ‘I have no idea’ <br /><em>[May just be nervous, or have no idea that their behaviour is a problem and therefore nowhere near change]</em></p>
<p>One simple question like this can allow a teen to express themselves and provides you with valuable information as to what they see the issues as being and how resistant to change they really are. Most importantly you avoid creating an argumentative environment that resistance talk thrives in, by avoiding putting words in their mouth. </p>
<p></p>
<h4><strong>3.	Avoid using the term ‘problem’</strong></h4>
<p></p>
<p>Don’t refer to their situation or the issues in their lives as ‘problems’. This will be perceived as judgmental. If they think you are judging them then they are more likely to clam up or to engage in resistance talk, arguing why they do not have a problem. Terms like ‘situation’, or ‘issue’ are far less negatively perceived. </p>
<h4><strong>4.	Disarm their resistance talk with neutrality, reflection &#038; open-ended questions</strong></h4>
<p></p>
<p>Have you ever tried to argue with someone who refuses to argue with you? Have you ever tried to argue with someone who is really listening to you and trying to understand a situation from your perspective? It’s virtually impossible.</p>
<p>So when they throw out resistance talk to try and get you to argue with them or to make you go away, disarm them by refusing to argue or debate with them. Go Swiss and take a neutral position. </p>
<p>The underlying ethos of <strong>remaining neutral</strong> is that it prevents interactions from going down a conversational dead end as occurs when a debate or argument ensues- you both get stuck down the entrenched viewpoint cul-de-sac. Instead if you keep the conversation flowing and constantly seek to elicit information from your teen, you can direct the conversation so that they end up providing themselves with their own arguments for change. </p>
<p>The most important tool you have in maintaining your neutrality is the tool of <strong>reflection</strong>- reflecting back at them what they have said. It provides you with something to say when you don’t know what to say, and particularly when you disagree with what they have said. They don’t indicate agreement but they do keep the conversation going without it getting stuck on their resistance and without you both being led down an argumentative dead-end. </p>
<p>Reflections also allow you to direct a conversation to highlight and address important key issues, such as contradictions in their thinking, confusion and ambivalence, without you having to tell them this directly and therefore without you having to get their backs up in the process. </p>
<p>It is often only when they hear what they have said reflected back to them that they can see for themselves that their thinking is confused, incomplete or contradictory. The use of carefully worded <strong>open-ended questions</strong> in light of their elaborations can also move the conversation forward and hopefully closer to considering change.</p>
<p>Open-ended questions can also provide opportunities for you to neutrally present them with some additional generalised information. You can then enquire as to what they make of it, providing them with an opportunity to consider, in an unthreatening manner, how it relates to them. </p>
<p>Reflections can take the following main forms: repeat, paraphrase, and emotive.<br />
<em>(For further more complex forms of reflection such as amplification and minimisation I can highly recommend <a href="http://www.amazon.co.uk/Motivational-Interviewing-Adolescents-Adults-Applications/dp/1609180623/ref=sr_1_1?ie=UTF8&#038;qid=1336741631&#038;sr=8-1">this book</a>).</em></p>
<p>The following scenarios illustrate the differences between the types of reflection and the power of open-ended questions: </p>
<p>YP: <em>‘This is such a load of bollocks. I don’t see what the problem is with taking drugs. All my mates do it and we’re just fine’</em></p>
<p>You: ‘So you don’t see a problem with taking drugs.’(Repeat)</p>
<p>YP: <em>‘No I bloody don’t. It doesn’t do anyone any harm. It’s just a bit of fun.’</em></p>
<p>You: ‘So drugs don’t do anyone any harm.&#8217;(Repeat) </p>
<p>YP: <em>‘Well I suppose some people die of overdoses and shit. But I’m not on the hard stuff.’</em></p>
<p>You: ‘So drugs can cause harm, some people die of overdoses. (Paraphrase) Are there any other sorts of harm that drugs can do?&#8217; (Open Question)</p>
<p>YP: <em>{Gives some examples…}</em></p>
<p>You: &#8216;I’ve also heard and read examples of how some people have committed really violent crimes when on drugs and didn’t even know what they were doing. They were totally shocked at what they did. None of their friends or family thought that they could do something so violent. Neither could they. What do you make of that?&#8217; (Open Question)</p>
<p>YP: <em>&#8216;That’s totally mad. God that’d be total badness. You could end up banged up for ages. Oh my days, wouldn’t let that happen to me, no way.&#8217;</em></p>
<p>You: &#8216;So you wouldn’t let that happen to you. (Repeat) How would you stop that happening to you? (Open Question)</p>
<p>&#8212;&#8212;&#8212;&#8211;<br />
YP: <em>&#8216;I don’t know why Mr Jones is making such a big deal about this and focusing on me. Everyone else was doing it too.&#8217;</em></p>
<p>You: ‘Mr Jones has some concerns, but it isn’t an issue for you.&#8217; (Paraphrase)</p>
<p>YP: <em>‘Well I was only tagging the wall. It looked well boring how it was. That’s why we did it.’</em></p>
<p>You: ‘You all tagged the wall because it looked boring.’ (Paraphrase)</p>
<p>YP: <em>‘Well I was tagging it, but everyone else thought it was a good idea. They got away with it though. Mr Jones has it in for me.’</em> </p>
<p>You: ‘You’re angry with Mr Jones for focusing on you. (Emotive) Why do you think he singled you out?’ (Open Question)</p>
<p></p>
<h4><strong>5.	Reframe their statements to support the idea of change</strong></h4>
<p></p>
<p>You can often change the emphasis of a conversation from resistance to change by reflecting then reframing what they have said. You essentially show that you are listening but you introduce the idea of change. For example:</p>
<p>YP: <em>&#8216;Teachers are such a bunch of dicks. They are always on my case, always.&#8217;</em></p>
<p>You: &#8216;Teachers are annoying you. (Emotive Reflection) I wonder if there is some way we can get them to give you more positive attention? (Reframe)</p>
<p>____</p>
<p>So if you have a teen who is resistant to the idea of change, don’t try to argue or persuade them, it only encourages them to focus on why they don’t want to change and to engage in resistance talk. Your focus instead should be on neutrally exploring their viewpoint and guiding them to think about reasons for change, what that change might look like and how it might be achieved. </p>
<p>Don’t get me wrong. This approach is no easy or quick fix. For the most disengaged and the most resistant to change, you will need a truckload of patience. There will be no overnight cure. </p>
<p>The key to it all in my opinion is to stop being impatient, no matter how urgent the resolution of the issue might be. You need to take the time to listen to them, to explore ideas with them and endeavour to understand them more, to understand how they tick. The best way to achieve this is by getting them to talk and being neutral helps you to sweep aside the biggest barrier to this- their fear that you are going to try and control them, make them do something they don’t want to do, and force them to change.  </p>
<p>Telling them what they should do because that seems like the quickest way to effect change is wholly counter-productive. The only person who can make the change is the teen themselves and engaging in debate or argument pushes them further away, not nearer to change. All you can do is guide them, provide them with helpful information and help them to understand themselves better so that they can make better decisions <strong>for themselves</strong>. </p>
<p>Guide them to a place where they begin to argue their own case for change.  You are merely a provider of dots, they have to join them in their own time. Give them that time and that space. It’s the best route to change. </p>
<p>
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<p>The strategies outlined in this post form part of the Motivational Interviewing method. For a background on this method read <a href="http://www.teenagewhisperer.co.uk/motivational-interviewing-the-change-you-cant-make/">&#8216;Motivational Interviewing: The Change <em>You</em> Can&#8217;t Make</a>. Within this post are several references to further reading on the subject. </p>
<p>To be sure not to miss out on future posts, why not sign up to the <a href="http://eepurl.com/f8xeb">Teenage Whisperer newsletter</a>? Sign up and you will be notified by email of future posts and you will automatically receive a free peer pressure resource to use in your work with young people.</p>
<p>References:<br />
Bauer, J.S. et al (2008)&#8217;Adolescent change language within a brief motivational intervention and substance use outcome&#8217;, <em>Psychology of Addictive Behaviors</em>, 22, 570-575<br />
Naar-King, S., Suarez, M. (2011) <a href="http://www.amazon.com/gp/product/1609180623/ref=as_li_ss_tl?ie=UTF8&#038;tag=teenawhisp-20&#038;linkCode=as2&#038;camp=1789&#038;creative=390957&#038;creativeASIN=1609180623">Motivational Interviewing with Adolescents and Young Adults </a><img src="http://www.assoc-amazon.com/e/ir?t=teenawhisp-20&#038;l=as2&#038;o=1&#038;a=1609180623" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" /><br />
(New York: Guilford Press)</p>
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		<title>Transform Me With Positivity: Show Me I&#8217;m Not Completely Crap</title>
		<link>http://www.teenagewhisperer.co.uk/praise-positive-feedback/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=praise-positive-feedback</link>
		<comments>http://www.teenagewhisperer.co.uk/praise-positive-feedback/#comments</comments>
		<pubDate>Thu, 03 May 2012 16:12:05 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Just Understand Me]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1776</guid>
		<description><![CDATA[I don&#8217;t deserve good things. I&#8217;m a piece of crap- I do crappy things to other people, I think crappy things. I don&#8217;t deserve anything more than crap. Crap attracts crap. I behave crappily, so you&#8217;ll respond in a way that confirms my crapiness. It&#8217;s not a circle of life, it&#8217;s a circle of crap. And there I stand in the middle, a monument to crap. From this place I find it so hard to<span class="read"><a href="http://www.teenagewhisperer.co.uk/praise-positive-feedback/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">Transform Me With Positivity: Show Me I&#8217;m Not Completely Crap</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p></p>
<p>I don&#8217;t deserve good things. I&#8217;m a piece of crap- I do crappy things to other people, I think crappy things. I don&#8217;t deserve anything more than crap.</p>
<p>Crap attracts crap. I behave crappily, so you&#8217;ll respond in a way that confirms my crapiness. It&#8217;s not a circle of life, it&#8217;s a circle of crap. And there I stand in the middle, a monument to crap. </p>
<p>From this place I find it so hard to do anything that doesn&#8217;t confirm this view of myself and mostly everyone else&#8217;s view of me. At least this way there are no surprises for them or me. There&#8217;s a weird stability and security in choosing to swim through a river of crap rather than stand up, put some shoes on and find a nice dry sensible path to walk on. At least I know intimately what crap looks, feels and smells like. I&#8217;ve forgotten what a path is like, why it is worth choosing to walk there rather than swim down here. And so I have to ask you. Please show me, please remind me because deep down I kind of sense that the path is the way to go. I just have no idea how to get myself from down here to up there.</p>
<p> <span id="more-1776"></span></p>
<p>And what will get me walking, or even considering the path? As pathetic as it sounds, anything that makes me feel better about myself, that lifts this weight of hopelessness of uselessness off my chest. I can&#8217;t climb out the river of crap when I&#8217;m weighed down. It&#8217;s more than I can possibly manage.</p>
<p>But how do you begin to show me that there is something other than crap within me, that I&#8217;m not a lost shitty cause? Simply, see the good stuff, and help me to see that too. Take off your crap-tinted spectacles that cause you to only see the bad stuff and cause me to only see it too. </p>
<p>Acknowledge me when I get things right. Like when I turn up, or turn up on time, or actually do some work, or do something helpful, or remember to bring something I was asked to bring. But don&#8217;t do it in a skin-crawling creepish way. Or in a way that draws attention directly to me in front of my mates. I&#8217;ll take it the wrong way. I may well deflect the attention by being gobby back. And you&#8217;ll end up wondering why you even bother. That I really am the crap I think I am. </p>
<p>You can show me that you see my goodness just by giving me some positive attention when I have got it right. So if I turn up on time rather than saying in front of my mates, &#8216;well done on getting here on time&#8217;, (death inducingly embarrassing), just say something like &#8216;great to see you&#8217; or go to the door, look out and make a joke of it by saying &#8216;where&#8217;s the blood-thirsty lions?&#8217; </p>
<p>This way you tell me you&#8217;ve noticed I&#8217;ve go it right but without making me squirm. And you know what? If you use humour like this every time I turn up on time or get something right then we might end up with a running joke, and me racing to get there on time so that I can come up with my own line. This is the stuff of relationship -building. And my sense of self begins to lighten. The possibility of fun and goodness, of something other than weighty crap becomes apparent. </p>
<p>And it&#8217;s giving me acknowledgement for the little things that really makes all the difference. When you notice the little things that I get right (which lets face it is often all I stand a chance of getting right at first), you are in some ways letting me know that you realise that I find the little stuff harder than most other kids. </p>
<p>I know some workers and teachers think that they shouldn&#8217;t praise for things that should just be expected, that it&#8217;s somehow mollycoddling me. But it really isn&#8217;t. It&#8217;s acknowledging that we all come from different places and it&#8217;s about meeting basic human needs. We all need acknowledgment for our achievements. </p>
<p>For the ones who get regular positive attention and acknowledgment at home, they don&#8217;t need acknowledgment for the little things in the same way as I do. Their need for positive affirmation has already been met. Instead you praise them for the bigger things. But for me and all the other kids who are starved of positive attention and affirmation, who are portrayed and repeatedly told explicitly or implicitly that we are useless shits, that basic human need has not been met. </p>
<p>We have as much of a right for it to be met as any other kid and if we can&#8217;t get it from our parents or carers then surely it isn&#8217;t going to cost a worker or a teacher much to at least try to do it instead. Admittedly, we won&#8217;t often get it for a &#8216;big&#8217; thing, like producing an excellent piece of work, but if you can make us feel just an ounce better about ourselves by acknowledging when we do get the little things right, then you will probably find that we will start to step out the river of crap and will give you bigger reasons to positively acknowledge us. </p>
<p>Positive affirmation is addictive, everyone needs it and once we get a real taste we will search for more. So turning up on time, for example, won&#8217;t be a big deal anymore, it&#8217;ll become the norm. It&#8217;ll go by unnoticed cause you&#8217;ll be praising us for actually doing something more in our time together. Little steps out the river will turn into bigger steps and hopefully we&#8217;ll end up on the path. From little things, big things grow. </p>
<p>And another thing. If you despair that I can&#8217;t even get the little things right, please stop and consider whether there are practical reasons why I might not be able to. Are there things that you can practically help me with? </p>
<p>Like am I hungry? Is a low-blood sugar making it difficult for me to keep control of myself? Do I have a watch? Can I tell the time? Do I have way more responsibility for parents/siblings at home than you could possibly imagine, so turning up anywhere on time, with right equipment, enough sleep and therefore enough self-control is a virtual impossibility? Am I actually, behind the scenes showing a massive heart of goodness and selflessness that goes beyond what any kid should do and I just don&#8217;t have any goodness left for anyone else? Am I running beyond empty? </p>
<p>Do us a favour. At least try to scrape beneath the surface. You may well find I am trying harder than you think and I am just lacking the skills and support to find out how to do my life a different, better way. Please show me some compassion. I have little for myself. </p>
<p>By starting out with acknowledgment for the little things I get right, you gradually introduce me to the idea of more explicit praise, to the direct &#8216;well done&#8217;. It&#8217;s easier for me to handle direct praise when away from my mates, but even so, at first I might not be able to cope. Kids like me who have been starved of positivity in their lives often find it hard to handle direct explicit praise. It&#8217;s like offering a half-starved child a lavish three course meal- they won&#8217;t want to eat it all and besides, eating it all would make them ill. Crumb by crumb is what&#8217;s needed and you just need to gradually increase the size of my acknowledgment/praise meal every time. </p>
<p>To speed up this process, provide me with opportunities to get it right. Opportunities to help, opportunities to contribute. And if you get me involved in something I enjoy and am good at, be it sport, arty activities, music, whatever, then I will begin to feel better about myself, whether I get praised or not. Chances are though that I will receive positive feedback, which will also improve my praise tolerance levels. </p>
<p>Don&#8217;t get me wrong, I don&#8217;t need an over-inflated big head. I just need my puny under-inflated one to get to normal size so I can function normally. You just need to introduce me to the whole idea of positivity- in how I see myself, in how others see me. Help me to see that I don&#8217;t have to swim in a river of crap, that there is a better alternative, that I can make the change. I can climb out the river, stand up and walk a &#8216;normal&#8217; path. That from my feelings of crapness, good things can come. From crap, plants and flowers grow. You just need to water me with a more positive view of myself and my potential. Please, please water me. </p>
<p>
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		<title>It&#8217;s all in the shoes: empathy, victim awareness &amp; the distance from action to impact</title>
		<link>http://www.teenagewhisperer.co.uk/empathy-victim-awareness-shoes/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=empathy-victim-awareness-shoes</link>
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		<pubDate>Fri, 27 Apr 2012 09:33:47 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Out of the Box]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1705</guid>
		<description><![CDATA[In the previous post we looked at the myriad reasons why teens often seem to have an empathy deficit- they just don’t seem to care how their behaviour affects others. Whichever reason or reasons outlined in that post apply to a particular teen, there is an underlying need to help them make up the distance between their actions and the impact it has on others. This post will focus on exploring how we can practically<span class="read"><a href="http://www.teenagewhisperer.co.uk/empathy-victim-awareness-shoes/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">It&#8217;s all in the shoes: empathy, victim awareness &#038; the distance from action to impact</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p>
<p>In the previous post we looked at the myriad reasons why teens often seem to have an <a href="http://www.teenagewhisperer.co.uk/the-empathy-deficit-victim-awareness/" target="_blank">empathy deficit</a>- they just don’t seem to care how their behaviour affects others. Whichever reason or reasons outlined in that post apply to a particular teen,  there is an underlying need to help them make up the distance between their actions and the impact it has on others. </p>
<p>This post will focus on exploring how we can practically help them make that journey, not just towards a greater understanding of others and how their behaviour affects them, but towards a place where their behaviour improves also.  The answers are all in the shoes. </p>
<p><span id="more-1705"></span></p>
<p>1.<strong> Help them to wear their own victim shoes (Self-connection)</strong></p>
<p></p>
<p>One of the keys to getting them to consider others feelings is to help them reflect on their own victim experiences first. This can seem massively counter-intuitive. You get them to think of others by getting them to think about themselves? Isn&#8217;t their self-absorption the problem? Won&#8217;t I just feed it? </p>
<p>When trying to change anything with a teen (or anyone for that matter) the best way in, in my experience, is to start from the exact point where they are at. What you say then becomes very relevant and very interesting to them, they feel a connection with you, that you ‘get them’. Your potential to influence them consequently exponentially increases. </p>
<p>The idea is that if you get them to think about themselves, and to assess why they care about what other people do to them, they will begin to see that they need to care about what they do to others. Meet them where they are at, and you’ll be better able to lead them to where you want them to be. </p>
<p>So if they steal, get them to think about when someone has taken something from them. If they are violent, get them to think about when someone was aggressive or violent to them. If they are disruptive at school or at home with their larking about, get them to think about when they wanted to achieve something and other people got in the way of them doing that. Their own victim experience doesn’t have to be as serious as when they victimised someone, just a situation where similar feelings would be aroused. </p>
<p>In essence, the mental process you are teaching them by doing this, is how to apply their own experiences to help them put themselves in the shoes of another person. And this has enormous preventative power. Behaviour that victimises others usually comes from a place of extreme depersonalisation. The injured party (physically, emotionally or materially harmed) is turned into an inanimate object without feelings. This is particularly acute in the case of corporate victims (e.g. in shoplifting). If you help them find points of connection between themselves and their victims (past or potential future) then their ability to minimise the effects of their actions is severely curtailed and they are way less likely to persist in their negative behaviour. </p>
<p>Engaging in this process will also help those who have been the victims of serious abuse and neglect themselves, work through their feelings that no-one cared about their feelings as a victim when they were being abused. Where you know that abuse has taken place, it may be particularly useful to first  talk in general terms about what it feels like to be a victim, without particular reference to their negative victimising behaviours. Show them that you care that they were a victim and that you are interested in what they have to say. Show them that victim’s feelings matter. Once you have done this then they will be far more receptive to considering the victims of their behaviour and to entertaining the idea that their feelings matter too.</p>
<p>And with this comes the introduction of the idea that they might be locked into a victim-victimiser cycle- that their acting out as result of being victimised, leads them to victimise others. This is often the great ‘lights-on’ moment for so many abused teens. They begin to understand the source of their behaviour better and realise that they don’t have to continue being victimised  or continue to victimise others. They experience an empowerment surge as it dawns on them that <em>they</em> have the power to break the cycle. They subsequently find themselves in a mental space where they are no longer able to use their past experience as an excuse for their current negative behaviour. Instead their past experience becomes a reason to stop that behaviour. </p>
<p>Whether coming from a place of abuse or not, in helping teens wear their own victim shoes, you are teaching them how to draw on their own experience in order to help them wear the shoes of others- to empathise. </p>
<p></p>
<p>2.<strong> Take those shoes for a walk (The Ripple Effect) </strong></p>
<p></p>
<p>So you’ve at least got them looking at the victim&#8217;s shoes. The next step is to take them for a walk in them and to maybe realise that it is most likely that there is more than one pair of victim shoes they need to try on. </p>
<p>When considering how their actions affect others, it is so easy for the teen, and for you, their worker or parent, to miss the bigger picture. The victim of the assault is the person who has now got a black-eye right? Well yes, but so too is the family of the black-eye guy, the family of the teen, the rest of the community (be it school or local community) who are shaken by the assault. Do you see what I mean? </p>
<p>One great way of ensuring you and the teen get the whole picture is to use a <a href='http://www.teenagewhisperer.co.uk/wp-content/uploads/2012/04/Victim-Awareness-Ripple-Effect.pdf' target="_blank" >Ripple Effect chart</a>.  It makes it very clear to see everyone who is affected by a behaviour and the impact on them physically, emotionally/psychologically and financially. You can even create a life size chart on the ground with some chalk and get the young person to actually stand in each segment and speak as if they are the people in question.  </p>
<p>For some, thinking of the impact of their behaviour on themselves and others is phenomenally difficult as they do deep down have a profound sense of shame. They may be desperately trying to avoid facing this because they actually would like to continue with their negative behaviour and they know acknowledging the effects on others will force them to change, and they really don’t want to. Or it might just be that they are afraid of the emotional floodgates opening and the thought of that is too dreadful and damaging to their hard-boy or girl image. </p>
<p>In these cases it can often be useful to look at third-person scenarios and victims first, to ease them into this way of thinking. Time and time again I have been able to engage disengaged teens with this method- it’s far less intimidating and stressful than placing them in the spotlight from the start. Trust can be built and the mental juices start to flow.  So look at some clips from popular teen soaps, movies or even news items and complete the ripple effect chart for those scenarios. </p>
<p>The BBC ‘Our Crimes’ series has a wealth of material for exploration in relation to youth crime. Primarily focusing on how teens have recorded their crimes and then used social media to share their exploits, it also explores the effect of these crimes on the victims. The series has covered material such as robbery, rioting, car crime and violent crime. All of the episodes are still available to watch on <a href="http://www.bbc.co.uk/iplayer/episode/b01glw34/Our_Crime_Attacked/" target="_blank">BBC Iplayer </a> and some are available on <a href="http://www.youtube.com/watch?v=cj-QwRxiB4s" target="_blank">YouTube. </a> </p>
<p>The ripple effect process is a great pill to the tendency to minimise the consequences of their behaviour or to come up with spurious justifications like “the insurance will cover it”, or “it didn’t really bother them, so it doesn’t matter”. It forces them to go deeper than one-liner brush-off statements and to think it all through. </p>
<p><a href="http://www.restorativejustice.org.uk/" target="_blank">Restorative justice conferencing</a> is another commonly used and highly effective method of really getting teens to consider those they have harmed and to take responsibility for their actions. This is a process whereby those harmed by crime or conflict meet with those responsible for the harm, enabling everyone affected by a particular incident to play a part in repairing the harm and finding a positive way forward. It is a process increasingly being used in criminal justice, schools, care homes and the wider community and has been shown to reduce re-offending. </p>
<p></p>
<p>3.<strong> Show them that we all are all shoes in a shoe shop (the necessity and power of reciprocity)</strong></p>
<p></p>
<p>A natural corollary of looking into their own victim experiences and considering the effects of their actions on others is that they begin to view actions and consequences not in individualistic selfish terms but on larger scale, outward looking, community terms. </p>
<p>The next step is then to demonstrate that we are all in this thing called life together, whether we want to be or not. The best way to make it work for everyone, individually and together is to look out for one another and not just ourselves. It might seem obvious, but we are more alone and more vulnerable in isolation. If we are wholly individualistic we descend into dog-eat-dog-ism which means that we constantly have to watch our backs. </p>
<p>This often does not occur to teens. They are so caught up in the short-term personal gain of what they are doing, that they don’t see the bigger picture of how their lack of care for others affects them detrimentally in the long run. </p>
<p>It is consequently vital that we teach our teens the importance of reciprocity- that if they want people to care about what happens to them, then they need to care about what happens to others. This is often framed in the terms of ‘rights’ and ‘responsibilities’- that if you have the right not to be assaulted, that you then have the responsibility to refrain from doing it to others. Do as you would be done by, or don’t do what you don’t want to happen to you. </p>
<p>This process can be as simple as getting a sheet of paper, dividing it into two columns and writing down in one column what rights they have, or desires they have for themselves e.g. a desire to feel safe, and on the other side writing down the associated responsibilities e.g. don’t make others feel unsafe. It sounds almost monotonous and obvious, but sometimes it takes writing down the seemingly obvious for the message to get through. </p>
<p>You can then look at what desires or rights of their victims were violated by their behaviour. e.g. <em>&#8220;When I called Ms Foster a fat whore I violated her right and desire to be treated with respect&#8221;.</em> For those who have been badly victimised you can also use this exercise to see how their rights/desires for themselves were violated e.g. <em>&#8220;When my Mother repeatedly called me useless she violated my right / desire to feel loved, to feel wanted, to feel like I could be someone.</em> A third column can then be added to express their responsibilities in light of the violation of their rights, a column that expresses their commitment to break the victimised-victimiser cycle. So for the above, the responsibility would then be <em>“to make sure that I don’t make other people feel useless, unloved and unwanted…”</em></p>
<p>In my experience, such a straightforward exercise like this can have profound effects. They realise their power as an individual to make positive changes in their own lives and in the lives of others. I believe that everyone at their core craves to feel that they matter and that they can make a difference and by doing this exercise they see that even as one person, they have the ability to be a force for good. For those stuck in negative behaviour cycles, this can be a life-changing realisation and can be the quiet bulldozer that breaks them out of those cycles. </p>
<p></p>
<p>4.<strong> Show them how to tell the difference between shoes (reading emotion prompters) </strong></p>
<p></p>
<p>Shoes come in all shapes, colours and sizes, some with Velcro, some with laces, some with zips and so on it goes. In general, adults find it pretty easy to tell the difference between shoes, like between a ladies high-heel shoe and a man’s black work shoe (otherwise there could be some quite hilarious results in the morning). </p>
<p>There are as many shoes as there are human emotions and as many shoes as there are associated expressions on faces, body postures and tone of voice.<br />
Imagine if you could not tell the difference between your shoes- where the difference between a black high-heel and a mens black shoe were difficult to discern. </p>
<p>For many teens, telling the difference between emotions can be as difficult as that. It might be that they are on the autistic spectrum or just that they find reading facial expressions, body language and tone of voice difficult. They may even have trained themselves to shut down their own emotions and their ability to read others emotions as a means of self-preservation. </p>
<p>It then becomes a challenge for them to alter their behaviour in response to the bodily expressed emotions of others. While it might appear that they just don’t care how the victim feels, it might just be that they have missed out on the physical prompts and don’t realise the effect that their actions are having on the other person. For example, when getting angry and shouting they might fail to read the prompts that the other person is upset and that they are scared. While these prompts don’t stop everyone even when they consciously see them, for most they do have a behaviour curtailing effect. Without the ability to read this however, this fundamental element of behavioural control is lost.</p>
<p>It is consequently vital that they are given the opportunity to improve those skills. It can prevent them from inflicting harm on others, and potentially putting themselves in harms way. </p>
<p>This can be achieved in several ways. The most dynamic and interesting resources I have found include:</p>
<p><a href="http://www.do2learn.com/games/facialexpressions/face.htm" target="_blank">The Facial Expressions Game</a></p>
<p>This game allows a player to experiment with the different effects of moving separate facial parts. In teaching someone how a face conveys emotion, you may choose to isolate one part, such as turning brows down to indicate disapproval, or up for surprise.</p>
<p><a href="http://www.youtube.com/watch?v=CfXTcycZu1k" target="_blank">Interpersonal Communication- Emotions short film </a></p>
<p>This consists of six minutes worth of picture and video examples of the six key emotions that are a part of interpersonal communication- joy, surprise, anger, disgust, sadness, fear. This is a far more interesting dynamic way to analyse facial expressions and the emotions attached than just looking at facial emotion photocards. </p>
<p><a href="http://www.youtube.com/user/HollyoaksE4?feature=watch" target=_blank">Watch an episode of their favourite TV soap or drama.</a></p>
<p>In the UK, I usually find Hollyoaks usually works well (click on link above to go to episodes on YouTube). After each scene, pause for a few minutes and discuss the emotions expressed, and what clues there were that led them to this conclusion- facial, body pose, tone of voice. </p>
<p>&#8212;&#8212;-</p>
<p>So the answer to getting teens to cover the distance from their behaviour to the impact site is all in the shoes. If we get them to walk in their own victim shoes, get them to walk in others, show them that we are all a community of shoes and how to tell the difference between them, then the journey becomes all the easier. It benefits society as a whole and it benefits them. They end up feeling more engaged with the world, less alone and better able to connect positively with it. When involved in the process, the victims of their behaviour also feel more empowered, less fearful and better connected too. It&#8217;s a liberating process for all and a walk worth taking.</p>
<p>
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<p>Do you know of any other good victim awareness or empathy-building resources you&#8217;d like to share? If so, please let me know in the comments section below. </p>
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		<title>The Empathy Deficit: Why don&#8217;t they care?</title>
		<link>http://www.teenagewhisperer.co.uk/the-empathy-deficit-victim-awareness/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-empathy-deficit-victim-awareness</link>
		<comments>http://www.teenagewhisperer.co.uk/the-empathy-deficit-victim-awareness/#comments</comments>
		<pubDate>Fri, 13 Apr 2012 11:41:13 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Out of the Box]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1597</guid>
		<description><![CDATA[You hear it so often in the media it is the absolute cliché of teenhood. Although it could be applied by the public and the media to every age group who commit acts of anti-social behaviour, it is the youth perpetrators that get the response: “They just don’t seem to care. They don’t give a damn.” Oh, and “scum” often gets thrown in there too for good measure. And it’s not just teens that commit<span class="read"><a href="http://www.teenagewhisperer.co.uk/the-empathy-deficit-victim-awareness/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">The Empathy Deficit: Why don&#8217;t they care?</span>"</a></span>]]></description>
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<p>You hear it so often in the media it is the absolute cliché of teenhood. Although it could be applied by the public and the media to every age group who commit acts of anti-social behaviour, it is the youth perpetrators that get the response: “They just don’t seem to care. They don’t give a damn.” Oh, and “scum” often gets thrown in there too for good measure.</p>
<p>And it’s not just teens that commit crime that evoke this response from adults. Teens at home or school get a similar response from their parents and teachers too. “He/she just doesn’t care about the effect that their behaviour has on the rest of us. What I am supposed to do when they just don’t care about anyone other than themselves?” </p>
<p>So is there something in this? Well obviously yes. Speak to any teen with challenging behaviour and it is very true, they more often than not do not seem to care. They seem to lack the ability to consider others and to view their actions from the perspective of the people on the receiving end. In criminal justice, this is often termed a lack of victim awareness, and in more general terms is often referred to as a lack of empathy- an understanding of another&#8217;s situation, feelings, and motives. </p>
<p><span id="more-1597"></span></p>
<p>Whether criminal or not, when someone is on the receiving end of anti-social behaviour, they are a victim of it. In trying to turn the behaviour around, making teens more aware or more <a href="#footnote">empathic/empathetic</a> of the needs and feelings of their victims is a key component. </p>
<p>But why are they like this? And how on earth do you try to get them to learn the importance and vital responsibility of considering others needs and feelings as well as their own? </p>
<p>In this first post of two, we will look at why <a href="#footnote">some teens</a> seem to have an empathy deficit and consequently find it particularly difficult to consider the detrimental consequences of their actions on others. In the next post we will then explore how to actually work with these limitations and practically try to teach the vital skill of empathy so that they can be more considerate of others’ needs, leading to an improvement in behaviour- a win for everyone else <em>and</em> a win for them. </p>
<p></p>
<h4><strong>So why is it so difficult to get some teens to genuinely consider others?</strong> </h4>
<p></p>
<p>Here is a list of the top reasons, from my experience, of why some teens don&#8217;t seem to care. Not all will apply to all teens, so as always, it&#8217;s about working out which apply for the individual teen and then, as will be discussed in the next post, devising a strategy to address the issue, informed by this information.</p>
<p> 
<ul>
<li>Put simply, teens in general often do not reflect on how their actions affect <em>them</em>, let alone others. It&#8217;s not a thought process that comes particularly naturally.</li>
<p></p>
<li>Teens live very much in the moment, in the rush of their emotions, be it a buzz or a rage. They are so caught up with how they feel now that how others feel, then and later, does not often enter their heads. </li>
<p></p>
<li>Even when most people would stop and reflect later, teens are often off doing their next thing, so don’t allow themselves this time. This is why they can repeat the same damaging behaviour, for themselves and others. It just doesn’t occur to them to do anything else. </li>
<p></p>
<li>Many teens do not know how they feel about a great deal of things, or how to express it. Consequently to ask them to put themselves in someone else’s shoes can be a difficult ask. </li>
<p></p>
<li>Some teens’ inability to accurately read body language, interpret facial expression and tone of voice means that they have little grasp of what other people feel, particularly when in a situation where they are caught up in their own emotion, or where their behaviour renders the victim speechless or submissive.
<p>For some this inability is purely a result of the way that teenage brains function. <a href="http://www.waldorflibrary.org/Articles/Adolesce2.pdf<br />
">Research</a> has shown that teenagers brains function significantly differently to adults and they use different parts of the brain to identify emotions, and they often misinterpret. </p>
<p>It might also be that a teen is unable to interpret facial expression and body language because they have an <a href="http://www.autism.org.uk/about-autism.aspx">autism spectrum disorder.</a> This disorder also makes imaginative work, such as imagining how actions might affect others very difficult. (For more on this I highly recommend reading <a href="http://aspienaut.tumblr.com/post/18944099081/in-my-shoes" TARGET="_blank">this post</a> on empathy, written by a guy on the autistic spectrum).</li>
<p></p>
<li>For some teens, not caring about others is a basic dog-eat-dog survival instinct that they have had to adopt for themselves, or have learned from the significant adults in their lives.
<p>When daily life is a real challenge, or perceived to be such, the tendency is to focus on the self and not be concerned with others. Resources must be gathered- food, money, and clothing &#8211; and reserves of things like emotional and physical energy must be maximised, to weather the ‘winter’. Personal needs override the needs of others- it’s a matter of survival. </p>
<p>However, the problem arises when this perfectly logical understandable drive to survive and of looking out for ourselves or ‘our own’ becomes a mindset and influences behaviour where an extreme self-preservation survival instinct is not required. It can lead to the internal justification of unjustifiable behaviour. For example, the mindset of “We don’t have much money for things, sometimes including food”, leads to a justification of shoplifting some designer sports gear (even when they do have enough money for basic necessities) because “I can&#8217;t afford it”. </li>
<p></p>
<li>Teens (and adults too) like to believe things that will justify their behaviour and minimise, in their own minds, the effects on others. They will suck up any excuses they hear like a vacuum cleaner. So they will latch onto things like it being okay to steal someone’s car because the insurance will pay for it, or that it’s okay to punch someone in the face because they deserved it, or that it’s okay to spread a malicious rumour about someone or post a nasty comment on Facebook because it was only meant as a joke. </li>
<p></p>
<li>When we all do things that we know deep-down are wrong, there is an incredible urge to do something that will enable us to live with ourselves, to have internal peace. And due to the fact that there is usually a hell of a lot whirling around in the heads of teens, the sooner they can get rid of that uncomfortable feeling the better. The choice then is to ‘fess up and face the wrong and endeavour not to do it again, or to bury the uncomfortable feeling with spurious justifications and minimisations of the behaviour- it wasn’t so bad was it? Plus, it takes less time and requires less reflection to opt for justifying and minimising and we all know how fast teen life runs. </li>
<p></p>
<li>To teens, friends are the beginning, the middle and the end of everything. If their friends are also involved in negative behaviour, they will oil each other’s excuse machines. Put a group of teens together and they could convince each other that cats bark. If enough of them say it and agree with it, it must be true, right? </li>
<p></p>
<li>With successful justifications and minimisations of the impact on others, behaviour becomes highly repeatable. If they personally gain something from their behaviour, be it materially, power, control or a buzz then they will look to be able to do it again and justifications and minimisations enable them to do this without a sense of guilt. </li>
<p></p>
<li>By avoiding the consideration of others needs, they avoid having to take responsibility for their actions. By taking responsibility there is at least the tiniest possibility of having to change. When negative behaviours are actually a teen’s coping mechanism, such as lashing out at others to keep them from discovering their internal pain,they will avoid having to make the change. That is scary. So they’ll use their ignoring of the impact of their behaviour on others, or minimsations and justifications of their behaviour to shore up their coping strategy, come what may. They are also comfortable with their current approach, it is nice and predictable, so putting their need for some sort of stability will come before consideration of anyone else. </li>
<p></p>
<li>Some teens have learned not to care, and in the worst cases, have never learned to care. For the most disengaged, challenging teens, the paradox is that they have often learned through experience that victims of antisocial behaviour don&#8217;t really matter. And why? Because when they were victims of abuse or neglect, the perpetrator never cared about their needs, about their feelings. So why should they care about anyone else&#8217;s needs? Rather than &#8216;do as you would be done by&#8217;, it&#8217;s &#8216;do as I was done by&#8217;.
<p>So when they are acting out their unresolved, confused emotions, they genuinely don&#8217;t care how they affect others. Their number one priority is often engaging in a behaviour that gets them what they want, or meets a deep-down unmet need. They might be expressing their anger at a personal experience by lashing out at others, or expressing a desire to forget themselves for a while by getting a buzz from illicit substances and committing crime to feed the habit, or making themselves feel big for a moment rather than the usual smallness by robbing a school kid.</p>
<p>And this was exactly what was done to them. However they were used and or abused, was about their victimiser meeting their needs by using, abusing or neglecting them. At such a formative time, this lays down deep roots in their minds and can often end up with them acquiring the traits of their abuser because they don&#8217;t know any different. </li>
<p></ul>
<p><P>So there is a whole myriad of reasons why teens find it hard to consider the needs of others in addition to their own. Understanding that it often does not come particularly easily helps us, as workers or parents, to be more patient and understanding in addressing this issue and to take an individualised approach in helping them develop the vital social skill of empathy. </p>
<p>While any form of anti-social behaviour that results in anyone being victimised cannot be excused with the reasons above, tackling the issue from a place of understanding will help teens to engage with you on the issue and to bring about the necessary change. So what I&#8217;m basically saying is that we need to ensure we are not operating with an empathy deficit when dealing with theirs.</p>
<p>In the next post, <a href="http://www.teenagewhisperer.co.uk/empathy-victim-awareness-shoes/">It’s all in the shoes: empathy, victim awareness &#038; the distance from action to impact</a> I explore how to practically help teens to develop empathy.</p>
<p>Do you have anything you would like to add to the points I&#8217;ve made? I would love to hear your ideas. Please comment below. </p>
<p>
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<p>Footnotes:</p>
<p><a name="footnote"></a><em>- I diplomatically include both &#8216;empathic&#8217; &#038; &#8216;empathetic&#8217; as some people hate the use of &#8216;empathetic&#8217;, although it is popularly used. <br />
- I wish to emphasise that not all teens are lacking in empathy, in fact I have met many who are massively aware of the feelings and needs of others and are a lesson to us all. </em></A></p>
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		<title>&#8216;How do I feel?&#8217; Are you crazy?</title>
		<link>http://www.teenagewhisperer.co.uk/talk-therapy-how-do-i-feel-you-idiot/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=talk-therapy-how-do-i-feel-you-idiot</link>
		<comments>http://www.teenagewhisperer.co.uk/talk-therapy-how-do-i-feel-you-idiot/#comments</comments>
		<pubDate>Thu, 05 Apr 2012 19:57:09 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Just Understand Me]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1521</guid>
		<description><![CDATA[You know one way of guaranteeing that I don&#8217;t talk to you about anything? Ask me straight, &#8216;how do you feel?&#8217; or &#8216;how does that make you feel?&#8217; I&#8217;ll tell you how asking that question makes me feel- it makes me feel that you can go take a long walk off a short plank. &#8220;How do I feel?&#8221; What a joke. Do you not get it? Half the time I have absolutely no idea how<span class="read"><a href="http://www.teenagewhisperer.co.uk/talk-therapy-how-do-i-feel-you-idiot/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">&#8216;How do I feel?&#8217; Are you crazy?</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p></p>
<p>You know one way of guaranteeing that I don&#8217;t talk to you about anything? Ask me straight, &#8216;how do you feel?&#8217; or &#8216;how does that make you feel?&#8217; I&#8217;ll tell you how asking that question makes me feel- it makes me feel that you can go take a long walk off a short plank. &#8220;How do I feel?&#8221; What a joke.</p>
<p>Do you not get it? Half the time I have absolutely no idea how I feel. I can feel ten emotions in ten minutes, some of them contradicting each other. I can&#8217;t makes sense of it all. And even if I can make some sense of it in my own mind, I have no way of knowing how to express it. </p>
<p>Asking me to tell you how I feel is sometimes a bit like asking someone to tell you how to tie their laces. You know how to do it, how to physically do it, but you just can&#8217;t <em>tell</em> someone how to do it. You have to show them. And that&#8217;s what I do a lot of the time. I&#8217;ll show you I&#8217;m angry at the abuse I&#8217;ve experienced by being aggressive. I&#8217;ll show you I&#8217;m upset and need some space by colourfully telling you to get lost. I&#8217;ll show you how crap I feel about myself by not eating. I&#8217;ll show you I have intolerable emotional pain by cutting myself. And most of the time I will be able to show you how I feel before I even know in my head how I feel or why I feel that way. The information is in there somewhere, I just don&#8217;t know how to mentally access it, to put it into words. </p>
<p><span id="more-1521"></span></p>
<p>So don&#8217;t go asking me straight up how I feel. I&#8217;ll just think you have no idea, are not worth talking to, listening to, having anything to do with. You&#8217;ll be nothing more than a nosey clueless therapist, worker or teacher. And it&#8217;s not just us, the gals and lads who have had a tough time, the ones who are acting out, who find these &#8216;how do you feel?&#8217; questions stupid. </p>
<p>Most teen boys on the planet will tell you that directly asking them about feelings in general, and theirs in particular is just about the most embarrassing exposing thing you can do to them. You might as well ask them to stand on the table and strip naked. I know where I&#8217;d tell you to shove that idea.  Feelings, talking about them, writing about them is something that comes way more naturally to girls, they even like to do it. Not all girls, but a lot of them. To be fair, some girls who get in loads of trouble are a bit more like lads; they often aren&#8217;t into talking about emotions and stuff either. But in general girls know how to pump the verbal emotional well, and sometimes too well. Ask them how they feel and they are way more likely to welcome and answer the question than squirm in revulsion. </p>
<p>Yeah, I totally do need to get to grips with my feelings and how they affect what I do, but not by being asked in this way. I ain&#8217;t no emotional well-pumper. Ask me how I feel, even in a spirit of helpful understanding, and I will not gush, far from it. In fact, all you&#8217;ll get me to do is vandalise the pump so that nothing will come out. But there is a way to get me to at least let trickles come out, which will probably grow to a reasonable sort of flow. It&#8217;s about understanding how I cope with life and coming at it from my angle.  </p>
<p>If I&#8217;m in front of you because of my behaviour, then I am clearly a &#8216;doer&#8217; in trying to cope with my life, rather than a talker. I&#8217;ll clobber other kids to try and make me feel better; I&#8217;ll drink or take drugs to try and forget; I&#8217;ll self-harm. I won&#8217;t go and talk to my mates, to a teacher, a youth worker, a relative. This is mostly to do with not wanting to expose myself, make myself feel more vulnerable and insecure than I do already. So I&#8217;ll try to cope in other &#8216;doing&#8217; ways, often with bad results. </p>
<p>What you need to show me is that sometimes doing is not enough, and sometimes I do need to talk in order to break the cycle of my actions. You need to show me that there is no shame, no judgement, no need to feel scared in doing that. But you need to do it in a way that respects my inclination to &#8216;do&#8217; rather than talk about feelings. </p>
<p><em>Tell me</em> that I need to talk about my feelings, and I will show you exactly what silence sounds like. <em>Show me</em> how I can talk and how I can express feelings without losing my sense of dignity and you will hear my voice.</p>
<p>So how do you get me to talk?</p>
<p>When trying to get to the bottom of why I am behaving in a particular way, explore the triggers for the behaviour, not the feelings triggers but the &#8216;what happened?&#8217; triggers. Like Dad shouting at me, or another kid taunting me, or just being ignored.  </p>
<p>Instead of asking me <em>how I feel</em>, ask me <em>what I did</em>. Remember, my natural inclination is to &#8216;do&#8217;. I cope by doing, so I am far more likely to talk about doing than feeling. You&#8217;ll never get me to move from <em>doing</em> and <em>not talking</em> about how I feel, to <em>not doing</em> and <em>talking</em> about how I feel. That&#8217;s too much of a quantum leap. It&#8217;s a bit like asking a snake to tap dance. It just isn&#8217;t going to happen.  </p>
<p>By asking what I did, I will start to talk, and you will end up exploring my emotions, but in an indirect non-threatening way. As part of me telling you what I did, some expression of feeling will come in, reasons as to why I did what I did, the emotions underlying the actions. You can end up having a conversation something like this: </p>
<p>&#8216;So what happened yesterday?&#8217;<br />
<em>&#8216;Well I punched him, didn&#8217;t I?&#8217;</em><br />
&#8216;Why did you punch him?&#8217;<br />
<em>&#8216;He just wouldn&#8217;t shut up about my trainers/ sneakers.&#8217;</em><br />
&#8216;&#8230; so you were angry?&#8217;<br />
<em>&#8216;Too right I was. Stupid dick.&#8217;</em><br />
&#8216;What was he saying about your trainers?&#8217;<br />
<em>&#8216;He said they were crap and did my Mummy choose them?&#8217;</em><br />
&#8216;Why didn&#8217;t you like this?&#8217;<br />
<em>&#8216;He made me look stupid, made me look like a baby or some&#8217;in&#8217;.&#8217;</em><br />
&#8216;So you don&#8217;t like it when people make you look small?&#8217; <br />
<em>&#8216;Yeah I guess&#8230; I hate that, man&#8230; It totally sucks.&#8217;</em><br />
Does anyone else make you look or feel small?<br />
<em>&#8216;Mmm, I guess when my Dad yells at me.&#8217;</em></p>
<p>You see? Not one question directly asking me how I feel. You just let me talk,  reflect back what I have said and enquire further with the right questions.  If I think you are enquiring into what I do, rather than directly at what I feel, then I am way more likely to talk and in the course of us talking, if I don&#8217;t feel threatened or nosed upon, I will gradually spill the beans. The beans of why I do what I do, the emotions that motivate me. </p>
<p>Reflecting back what I have said and asking the right questions makes me feel like you understand me, you &#8216;get me&#8217;. And that <em>is</em> the kind of person I can talk to, someone who doesn&#8217;t make me feel like I am standing on the table, starkers. You show me that talking about emotions doesn&#8217;t have to be scary and emotionally dangerous for me. I <em>can</em> keep my dignity and my emotional clothes on. You just have to do it in a way that helps me keep my dignity, and often it is a stealthy operation. I often won&#8217;t realise we are talking about how I feel until after the conversation, if at all. I&#8217;m just talking about my life and what I do. </p>
<p>And you know what? If you talk to me about this stuff in this way, while doing something else at the same time, like playing cards, I am even more likely to spill the beans. For one thing, you are distracting me from what we&#8217;re talking about. Remember I&#8217;m a doer, that&#8217;s why I&#8217;m in the pickle I&#8217;m in, so get me doing the &#8216;doing&#8217; that comes naturally, to distract me from the fear of what doesn&#8217;t come naturally, the talking. </p>
<p>Even people who like to talk often do something at the same time. When was the last time you had a chat in a boring room with nothing to distract you at least slightly, so that you could look down or momentarily focus on something else other than the topic of conversation? People tend to meet with people while doing something- drinking coffee, eating some food, going for a walk or playing sport. And when you&#8217;ve got a difficult conversation to have, the activity becomes <em>so</em> important. It reduces the pressure, the tension. So why would it be any different for me? I don&#8217;t want to get the special treatment of your visual spotlight. It doesn&#8217;t work for you, so why on earth would it work for me? If we must sit in a room, at least chat with me while playing a board game, doodling or something. Better still play pool, where we can constantly move about. Your ability to get me to talk depends on it. </p>
<p>As I said before, often I do need to talk as a way of addressing my issues and behaviour so that I can break the cycle of coping badly. But as I am a &#8216;doing coper&#8217; rather than a natural &#8216;talker coper&#8217;, talking as a single, long-term coping strategy for me probably won&#8217;t work, particularly once our time together has ended. Yes, encourage and help me to find someone who I feel I can talk to, but you know what will work a whole load better? Help me to get involved in a constructive activity that will help me to cope. Help me to be a constructive &#8216;doing coper&#8217; rather than a self-destructive one. </p>
<p>De-stressing is a pretty major need for most of us so find something that does exactly that. For some that might mean joining a craft group, others a sports team, others just taking their mind off their troubles by helping others with theirs. And you know what? I will probably find my support network right there- friends, role models, people who will come to care about me. And the end result- people I might be able to talk to if I feel the need, for the times when the just &#8216;doing&#8217; isn&#8217;t enough. </p>
<p>So in trying to get me to address the underlying emotional causes of my outward behaviour you need to respect that I am naturally a &#8216;coping doer&#8217; rather than a &#8216;talking feeler&#8217; and adapting your approach accordingly. Yes I need to learn to address my feelings, but you need to show me that I don&#8217;t need or have to emotionally strip-off and that there a variety of ways of exploring and talking about emotion. If you want to hear me, you&#8217;ve got to let me talk in the way I think and talk. To ask me to do anything else is only to ask me to stop talking. </p>
<p>
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<p>More &#8216;Their Voice&#8217; posts include:<br />
<a href="http://www.teenagewhisperer.co.uk/anger-management/">Anger is my friend</a> <br />
<a href="http://www.teenagewhisperer.co.uk/low-self-esteem/">Release me from my internal prison</a> <br />
<a href="http://www.teenagewhisperer.co.uk/my-sticky-tape-you-cant-take-away-without-replacing/">My Sticky Tape: You can&#8217;t take away without replacing</a></p>
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		<title>The Anger Debrief for Workers</title>
		<link>http://www.teenagewhisperer.co.uk/the-anger-management-debrief-for-workers/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-anger-management-debrief-for-workers</link>
		<comments>http://www.teenagewhisperer.co.uk/the-anger-management-debrief-for-workers/#comments</comments>
		<pubDate>Thu, 29 Mar 2012 20:36:43 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Out of the Box]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1457</guid>
		<description><![CDATA[In every situation, good or bad, there is always something to be learned. Whether it is a ‘yes, I really got that right’, to an ‘oops, I really screwed up there, must have a rethink’ or somewhere in-between, progress will only be made if we open ourselves up to critical reflection and constantly try to improve. This is often the fundamental barrier that we try to overcome when helping others. Often they do ‘screw up’,<span class="read"><a href="http://www.teenagewhisperer.co.uk/the-anger-management-debrief-for-workers/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">The Anger Debrief for Workers</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p>
<p>In every situation, good or bad, there is always something to be learned. Whether it is a ‘yes, I really got that right’, to an ‘oops, I really screwed up there, must have a rethink’ or somewhere in-between, progress will only be made if we open ourselves up to critical reflection and constantly try to improve. </p>
<p>This is often the fundamental barrier that we try to overcome when helping others. Often they do ‘screw up’, problem is their solution is often to bury their heads in the sand and continue to make the same decisions and act in the same way. What they need to do is take the time to honestly reflect on their decisions and actions and to assess whether there is a better way. </p>
<p>In last week’s post, <a href="http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/">‘The Anger Debrief for Teens’</a> we looked at the importance of stopping, reflecting and reassessing for teens. This week it’s time to turn the mirror around and to take a look at ourselves. </p>
<p><span id="more-1457"></span></p>
<p>Nobody likes to look in a mirror and face the possibility  of having to reflect on how they&#8217;ve stuffed up. It requires honesty, a desire to improve and a willingness to accept and embrace our vulnerability so we can make ourselves better. This applies to teens. This applies to us as their workers or their parents. We can&#8217;t expect them to do what we ourselves are not prepared to do. </p>
<p>In the context of debriefing an anger incident (or series of incidents) from your perspective there is one overriding question that needs to be asked: <br /><strong>What was my role in it?</strong> </p>
<p>By turning our attention to trying to answer this question we can take the positives, the ‘what worked’ and add it to our permanent toolkit. We can also pick apart the ‘what didn’t work’,  assess why and decide whether it is a strategy that needs to be resigned to a great big hole in the ground never to see the light of day again, or whether it needs to be used more carefully, in the right situation with the right person. We can then consider more appropriate strategies for a particular teen and good strategies in general. In doing this we can only get better at what we do. Our work evolves, it becomes a refined, nuanced, sensitive, responsive, informed engagement with teens rather than a generalised,  clumsy, all-power-to-me and none-to-you disengaging process. </p>
<p>So what do I mean by ‘your role in it?’. Well it can be broken down into a number of questions. </p>
<h4><strong>Did I encourage it? </strong> </h4>
<p>This particularly applies when talking about manipulative anger or anger that is purely a performance to get you or others to comply with their wishes  (see post <a href="http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/">‘Reading Anger: Performance or Rage?’</a> for the difference). </p>
<p>Teens are strategically shrewd beings. If they see a strategy that works, they will use it whenever they can (even when they don’t particularly need to). So if you are going round and round in the same behavioural dance with a teen it is really important to stop and ask yourself if you are perpetuating it as much as they are. Do you always accede  to their demands and on their terms? These demands may not be verbally expressed but is what they are essentially demanding with their behaviour. </p>
<p>Like picking a fight with someone in the group for saying something, not because they really care what was said but because they are manipulating the situation to get some attention from you.  After all negative attention is better than no attention. If you give them no attention beyond telling them off for their poor behaviour, sending them out etc. then all you are doing is meeting their need on their terms. Why on earth would they stop? Instead, make the time and effort to meet their need in a more constructive way like giving them unsolicited positive attention so they learn that they don’t need to create a situation to get your attention. </p>
<p>Meet the need but don’t reward the negative behaviour or you’ll see a lot more of it. Also be aware that they may meet their underlying need in a variety  of ways- they may have a whole repertoire of strategies. So just because they don’t use the same strategy each time you still need to question whether it is all essentially coming from the same ‘need toolbag’ and are you encouraging them to get their old trusted tools out instead of giving them some nice new ones? </p>
<h4><strong>Am I just applying elastoplasts / bandaids? </strong></h4>
<p>If you never scrape below the surface of their behaviour and try to establish what underlying need they are trying to meet with it and help them to find appropriate alternatives (which could be achieved in your sessions with them or may require outside involvement)  then you will probably not see the behaviour disappear. You can’t apply elastoplasts to teenagers. They just won’t stick. So ask yourself, ‘In dealing with this teen have I just been applying quick surface fixes?’ They might solve the problem in the very short-term but will have no longevity.  This is where the anger debrief for teens is so vital. It is your way of genuinely trying to help them by going deeper. </p>
<h4><strong>Do I have a big-head?</strong></h4>
<p>You do not have all the answers. If you think you can fix <em>all</em> teenagers, single-handedly then you are deluded. If you think you can just talk them <em>all</em> better then you are also deluded. Different teens have different needs and therefore require different methods of help. So after anger incidents you seriously have to ask, ‘Is my strategy way off-the-mark?’ ‘Is it me that is getting in the way of progress?’, ‘Do I need to try something else?’, &#8216;Do I need to loosen my grip over the intervention?&#8217; </p>
<p>Also ask yourself &#8216;Am I communicating my message to them in a way that they can grasp?&#8217; If their anger comes from a place of low self-esteem, talking about how to boost their self-esteem probably won’t work and the anger outbursts will continue. Often trying to talk to them about what makes them feel crap is precisely what will press their buttons. Getting them involved in something like volunteering that gives them that feeling of worth to other people and gets them thinking outside of themselves speaks way more than words. Their self-esteem will likely rise and their anger subside. </p>
<p>Are their anger eruptions as a result of high stress levels and no appropriate output? In which case putting them on spot all the time asking them about their feelings will probably push their stress levels into the danger zone and may cause an eruption. It might be that getting them involved in a sport to release tension, to channel their adrenaline into something positive may be the tool they need to help them control their emotions. </p>
<p>Whoever the teen, a whole package of measures usually works the best in my experience and often your role can end up being quite small in the general scheme of things. Don’t think you have all the answers. Having as broad a range of strategies and tools at your disposal and learning from experience when and where to use them is all part of your anger debrief learning experience. </p>
<h4><strong>Am I disengaged? </strong></h4>
<p>Teens have an astounding ability to make us feel totally useless. We try as hard as we can to help them, but they continue to play up. In these situations it is so easy to withdraw into our shells, tolerate their intolerable behaviour and never actually address the behaviour or the issues because no matter how we try we get nowhere. We declare that we just don’t care any more. </p>
<p>This is when we seriously have to consider whether we are disengaged and why.  Have we withdrawn because we feel ashamed that we have not been able to help them, that they have somehow beaten us?  And instead of doing what is best for us, and for the teen, which is to reach out to colleagues or experts and get advice and talk about various strategies to tackle their behaviour and needs, do we trudge on, going through the motions, sabotaging any hope of change? The end result is that negative behaviours are reinforced as they are not challenged. And from this place of shame, vengeful button-pushing can occur. Their anger makes us angry and into a downward spiral we descend. They sense we don’t care, which only feeds their anger. </p>
<p>So you need to reflect and assess what buttons of yours they push. How do they make you feel? If you feel ashamed, why do they make you feel ashamed? Do you have personal issues that get in the way of you being able to help them? Are you obsessed with perfection or control? Does your inability to be the perfect worker or teacher and to be in complete control in this situation cause you to unravel internally? Is this why you just don’t care anymore? Do they somehow sense this? Or is it just that they sense your lack of interest in them with their finely-honed radar and is this why they keep on kicking off?</p>
<p>This really requires soul-searching and a real hearty dose of honesty. Yet by searching our own selves we can also end up with the positive by-product of gaining insight into the teen’s behaviour and having a new level of compassion and desire to help them. </p>
<h4><strong>Did I unnecessarily push them over the edge?</strong></h4>
<p>You will almost always play a part in them getting angry, even if it&#8217;s just because you&#8217;re wearing the same colour sweater as their Mum or Dad was when they had a big ding-dong with them that morning. But really, honestly, critically reflect on whether there is anything you <em>can</em> and <em>should</em> have done or not done to stop a situation from escalating from &#8216;narkiness&#8217; and irritability to outright anger. </p>
<p>Do <em>you</em> take them to the point where their behaviour enters the unacceptability stratosphere. Yes it is they who are always ultimately responsible for their words and actions, but do <em>you</em> lead them there? </p>
<p>I say is there anything you ‘can’ and ‘should’ do because it is ever so important that you do not cave in to avoid an escalation. If you do then you all that your teen will see is that by ‘pretend’ escalating that they will get exactly what they want. Your caving will just reinforce this behaviour, not sort it. </p>
<p>What I <em>am</em> talking about is things that you say and do that can make things worse and unnecessarily push them over the edge.  If you are staying calm and sticking to your ‘message’ and this winds them up purely because they disagree, then so be it. This will be a situation where they will learn that you have boundaries, you mean it, and you are not going to be moved, even by a force ten anger hurricane. You will then have to deal with the consequences and so will they.</p>
<p>Several classic unnecessary petrol bombs on the barbecue I have witnessed or committed myself are as follows:</p>
<p>
<strong>Was I ‘in their face’ longer than was necessary to get my point across?</strong></p>
<p>Not backing off once you have delivered your message to give them time to process what you have said or done turns you into an insufferable nag who must be disposed of immediately, either by verbal or physical attack. To avoid this you need to  give them thinking space and often actual physical space to calm down and take stock. </p>
<p>
<strong>Did I hammer my point home with a jack-hammer?</strong></p>
<p>Nobody likes being repeatedly told in a ten-minute period how their actions are unacceptable and even if you deep-down agree, the constant beration will cause you to flip. Everyone wants to maintain some sense of  pride and dignity and a continuous assault will be counterproductive. Just as a jack-hammer will affect the structural integrity of concrete while a few little taps of a regular hammer will not, a tirade of disgust and disappointment will affect their core whereas a short, sharp and clear explication of the problem and why it is a problem will get through but won’t do any long-term expensive damage. If nothing else, having you continuously jabber in their ear will overstimulate an already overstimulated person. Don’t undo a good piece of intervention by overdoing it and causing them to erupt. </p>
<p>
<strong>Did I use accusatory comments or pseudo-questions? </strong></p>
<p>Things like ‘What is wrong with you?’, ‘You need to grow up’, ‘Stop being so immature’, ‘Nobody else is behaving like this’, ‘Why is it always you?’. Put yourself in their shoes. My buttons would be pressed if someone said that to me, even if there was an element of truth in it, and I’m pretty even-tempered. You are entering the territory of undermining them as a person, rather than seeking to address their behaviour.  You are seeking to make them small and yourself big, a dynamic that doesn’t get good results.  There are far more diplomatic ways of addressing and exploring these issues, and not in the heat of the moment, but as part of your <a href="http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/">debrief</a> with them later when everyone is calmer. </p>
<p>
<strong>Did I publicly ridicule them or embarrass them? </strong></p>
<p>Doing this is effectively an attack on their person and they will either take flight, or most likely if they have an anger issue, fight. You should alway try to avoid dealing with them publicly and definitely not in front of their peers. </p>
<p>Be careful not to use them as your behavioural show-pony to demonstrate to their peers how you will not tolerate such behaviour. This is an exploitation of the situation for your ‘power’ benefits. This is not about you, it is about them. </p>
<p>You can’t socially ostracise or shame an often already socially ostracised and shame-filled young person into behaving. You will only push their buttons and make it ten times worse for them, and for you. </p>
<p>If you are in a group-setting, ask them to wait in the next room, in the corridor etc. This will hopefully give them time to calm down and will enable you to deal with them in a way that allows them to focus on themselves rather than their image management in front of their peers. They will then be much clearer that what you are saying to them is about resolution of a situation, not point-scoring.  </p>
<p>Honest self-reflection is way more likely if you respect their emotions, even if they have not respected yours or others. Do as you would be done-by. Would you appreciate a public dressing-down in front of your peers from your manager? </p>
<p>
<strong>Was I angry with them? Was I subsconsciously seeking revenge? </strong></p>
<p>Publicly ridiculing or comparing someone in front of their peers comes from a place of anger yourself. They’ve made you look or feel little so you respond in kind by trying to make them look even smaller than you. Put simply, it’s revenge. It can also occur in private. It can also occur without you even realising.
<p>For example, do you ever find yourself bringing up one of their biggest issues in the midst of a tense-could-tip-over-into-rage exchange?: </p>
<p><em>This could occur in public or private:<br />
[Kid comes into school / appointment late because the bus from their group care home which is on the other side of town was late again. Worker /teacher doesn’t know this.]</em></p>
<p><strong>‘You’re late, AGAIN. What’s the problem?’</strong><br />
[<em>Grunt</em>] I hate this bloody class/these appointments’  <br />
<strong>‘Well we all have to do things we don’t want to. You have to come so there is no point complaining.’</strong><br />
[<em>Under the breath</em>] ‘Fat git / bitch’.<br />
<strong>‘I heard that. Don’t think that just because you are going through a difficult time at the moment that you can talk to me like that’.</strong> </p>
<p>{Red button pressed. Let the fireworks commence.}</p>
<p>I have heard far too many versions of the above conversation. Yes it is true that there are boundaries for behaviour that exist independently of what may be going on in a young person’s life and they do need to know this, but telling them in this way is not helpful.  As far as they are concerned you decided to hit them over the head with the crapness of their life at a time when they are feeling emotionally vulnerable and insecure precisely because of the crapness in their life. And what do we do when feeling vulnerable and pushed that little bit too far- we get as far away from that person as possible (flight) or we shut them up by other means (fight). </p>
<p>Yes by all means acknowledge the difficulties in their life, but not at a point when there is a clear power / authority differential. Used in this way it becomes a weapon to make them feel small rather than an issue that needs to be compassionately acknowledge and addressed. You are deliberately trying to push their buttons (and often this is subconscious) in exactly the same way that they have pushed yours. </p>
<p>Revenge will ultimately get you nowhere. You will never be able to help them sort out their anger issues if they think that you are playing power games. You don’t trust someone who you think might stab you in the back, do you? </p>
<p>
<strong>Was I listening?</strong></p>
<p>When you see that a situation might escalate there is a massive tendency to internally panic as to where this could lead on the basis of previous performances and try to shut them down without actually listening to them. You try to nip it in the bud, but instead of gently using the fingertips, you get the chainsaw out and fell the entire bush. A sure-fire method to get mild annoyance to escalate to full rage. </p>
<p>Often the most effective way to nip it in the bud, is to actually allow the grievance to be voiced, acknowledge it and deal with it there and then if appropriate, or promise to deal with it later. Most of the time you don&#8217;t actually really have to do anything other than just listen to them because once their annoyance is voiced, it leaves them and is no longer bubbling beneath the surface. Out in the open air it seems a lot smaller to them than how it feels when it is crammed inside them. Their anger loses its fizz. </p>
<p>A large part of managing an angry young person is in helping them to voice their feelings, so to try and shutdown them down when you see they are a little riled about something is the worst thing you can do. You can end up leading them to the anger place that you are so desperately trying to avoid.</p>
<p>
<strong>Was I calm?</strong></p>
<p>Kids and teens reflect what is in front of them. That’s why when they are angry, you can so often get angry. And it&#8217;s not just about what you say, it&#8217;s about what you do. So when debriefing an incident consider ‘What did I do with my body?’ ‘What did I do with my voice?’ ‘How did that affect what they did?’ </p>
<p>If you get riled and start shouting or raising your voice, they will do the same. What you want them to do- do it yourself. If you want them to stop shouting, talk quietly. If you want them to calm down, take a relaxed posture in your chair (even if it feels like the exact opposite of what you want to do and actually makes you feel quite vulnerable).  Don’t discuss an issue with you both standing because whoever is the taller will naturally feel more in control. Level the playing field and they will feel less under attack and so will you. Don’t wag your fingers, don’t put your hands on your hips. Be as physically passive as you can. In these conditions  more measured emotions and communication will hopefully win the day. </p>
<p>&#8212;-</p>
<p>So in trying to address anger issues in teens they have to be honest with themselves and so do we.  Unless we constantly seek to identify and address any weaknesses in our work and celebrate and build on our successes then we are at best lazy and at worst damaging. Of course we won’t always get it right and at times it feels like we are flying by the seat of our pants. But over time the good strategies and our ability to identify when to use them becomes more natural, more intuitive. The good work lays down roots and the not-so-good stuff rots down and fertilises.  We just need to take the time to identify the difference. It helps us to grow, and helps the teens we work with to grow too. </p>
<p><em>Are there questions you ask yourself when critically reflecting on anger incidents? Are there any major boo-boos that you have seen or committed yourself that you’d like to share? I would love to hear your stories, ideas and comments.</em> </p>
<p>
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<p>Related posts:<br />
<a href="http://www.teenagewhisperer.co.uk/anger-management/">Anger is my friend</a> <br />
<a href="http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/">Reading Anger: Performance or Rage?</a><br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-balancing-act-sanctions-vs-relationship/">The Anger Balancing Act: Sanctions vs Relationship?</a><br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/">The Anger Debrief for Teens</a></p>
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		<title>The Anger Debrief for Teens</title>
		<link>http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-anger-managementdebrief-for-teens</link>
		<comments>http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/#comments</comments>
		<pubDate>Thu, 22 Mar 2012 18:35:21 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Out of the Box]]></category>

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		<description><![CDATA[Teens often don’t know what they are doing or why they are doing it. They ‘live in the now’ in a way that adults often dream of. Yesterday was old news, tomorrow is a millennia away. They are also single-minded forces of nature. They are human juggernauts. They just plough on, full steam ahead. All of this is what can make teenagers so resilient. Their interminable drive takes them places and even when they get<span class="read"><a href="http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">The Anger Debrief for Teens</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p></p>
<p>Teens often don’t know what they are doing or why they are doing it. They ‘live in the now’ in a way that adults often dream of. Yesterday was old news, tomorrow is a millennia away. They are also single-minded forces of nature. They are human juggernauts.  They just plough on, full steam ahead. </p>
<p>All of this is what can make teenagers so resilient. Their interminable drive takes them places and even when they get knocked down, that momentum means they get right back up again. The problems come however, when they have taken a wrong-turn, like going down the pot-holed road of destructive anger.  They often don’t know how, or even have a desire to press the brake, look at a map and correct their direction.  Instead they plough on ahead, going down a road full of potholes, somehow thinking that this route is just fine. </p>
<p><span id="more-1397"></span></p>
<p>Even when they are lying in a pothole with their wheels in the air, they don’t take the time to reassess their direction and they flip themselves over and carry on as before . Their ability to completely live in the moment prevents them from properly assessing how today’s pothole was the same as yesterday’s and tomorrow’s is likely to be the same. Even if they could do this their raging hormones and conflicting emotions damage their eye-sight so even though the holes are the same, they probably don’t look that way.  Their blurred vision also means that they have little realisation that every time they land in a pothole they take out passers-by.  On and on they go.  Is there no stopping them? </p>
<p>Well the good news is that you can stop them, or at least slow them down, pot-hole by pot-hole, but timing and technique is everything. It requires a commitment of time, of patience and learning. And your tool? The anger debrief. </p>
<h4><strong>The Anger Debrief</strong></h4>
<p>In short, it is when you sit down with a young person and go over what has happened in an anger incident to try and find ways to avoid it happening again. You are gathering information so that lessons can be learned – for you and for them. Depending on the complexity of the incident and the complexity of the teen this might take ten minutes or it might require a longer term commitment of time. </p>
<h5><strong>Timing</strong></h5>
<p>Military debriefs happen after a mission has been completed. They do not happen when soldiers are firing off rounds. Same applies with anger incidents- it has to be over before you start.  You don’t walk into the middle of an active battlefield, people will get hurt and plus there is too much noise. You won’t be able to hear each other.<br />
So make sure that the battle is well and truly over. One night’s sleep is the minimum I usually give it. The emotions will be less raw &#8220;cos yesterday was like a hundred years ago&#8221;, right? </p>
<h5><strong>The core principle- stop and think</strong></h5>
<p>The baseline thing you are trying to achieve is to get them to stop moving for half a second and to get them to think. You might have to steal their wheels and they will certainly display their disgust (usually through the body language that screams ‘get lost’), but it is vital that they think. Even if they scowl and pout through the entire process and say precious little (to save face), if you are talking about the right things,  I can guarantee they will at least think. Reflection is a vital thinking and life skill and important to self-development and ultimately self-regulation. </p>
<h5><strong>So what to talk about? Well really, what to listen about?</strong> </h5>
<p>Make a point of emphasising that you are trying to understand what happened and are really interested in listening to them.  You want to avoid this happening again and want to see what you can both do to help. This will prick their ears up if nothing else. Teens are used to you spouting, less so to you listening and talking about sorting the problem collaboratively. They are used to hearing ‘<em>you</em> must do this’, ‘<em>you</em> must do that’. Start talking about ‘we’ and they will quickly get the idea that you are serious about helping them. </p>
<h5><strong>Triggers</strong></h5>
<p>Then simply ask them <strong>what was winding them up?</strong> Giving them an opportunity to voice their grievance (even if it was unfounded) is the first step to them beginning to understand, express and regulate their emotions. Try to say as little as possible, and certainly at this point don’t judge or criticise what they are saying, even if you strongly disagree.  The fact that you have listened or are willing to listen even if they are not talking, counts for so much. You can then discuss with them in a very supportive manner how their behaviour affected others and how, if they really think that they have a genuine grievance that they can more appropriately address them.  It’s a simple formula really: if you listen to them, they are way more likely to listen to what you have to say in return. </p>
<p>In many cases, they will come to realise for themselves that their problem with so-and-so wasn’t really that big after all and was actually because they were in a bad mood and that their reaction was totally over-the-top. Or they’ll admit that they were being manipulative. Teenagers can be refreshingly honest if you give them the chance and don’t force them into a defensive position. </p>
<p>So often if you make teenagers stop and think and let them voice their issues, they give themselves the best therapy. Don’t be tempted to talk too much at first or to give them a lecture because you can prevent them from learning and practising the art of self-talk as a way of thinking through and managing their emotions. </p>
<p>I know some professionals who try to avoid asking the ‘what’s winding you up?’ question to the more emotionally volatile and aggressive teens  because they believe that asking it will only cause them to fly-off-the-handle again.  “It revisits the site of their anger”.   However, if you don&#8217;t ever ask them what was winding them up, how can you possibly help them to deal with that issue in a more appropriate way? You&#8217;ll only end up giving them generic and therefore not the best advice. You have to enter their world through enquiry if you are to ever begin to help them and when the stakes are even higher, the asking of the question is all the more important.</p>
<p>Whatever the level of volatility, just telling teens that their behaviour is unacceptable and going no deeper will achieve very little. While the outburst may have been unacceptable, the underlying reason may not have been. Remember they are allowed to feel angry, it&#8217;s just what they do with it that can cause problems. You can’t sweep anger under the rug with a quick &#8216;its unacceptable&#8217; approach . If you want to solve the negative manifestations of it, you have to talk about the roots of it. </p>
<p>Yes, talking about what gets them angry can cause them to begin to feel angry. However you can ease these feelings by reassuring them, ‘I can see that this is making you feel angry and I’m only asking you about it so that we can find ways to help you cope with these feelings’.  Sometimes the rawness of their emotions will then subside. </p>
<p>Other times they won’t and sometimes you just have to ‘run’ with their emotions and  give them permission to express their anger, ‘Just let it out. Say what you want to say. You won’t get into trouble. It will help me to understand’.  They will probably start expressing things that you don’t agree with, like how so-and-so is a total bitch and how she always picks on them and how that lad totally deserved to be punched etcetera, etcetera.   Swearing will probably feature too. Just roll with it, don’t criticise, don’t comment. Just let them get it out. </p>
<p>Whether they can calmly talk about what sets them off, or whether you have to let them verbally vent, this whole process helps <em>you</em> help <em>them</em> in so many ways:<br />
- You have given them the opportunity to be heard and they will respect you immensely for it. They are then much more likely to open up to you which can only help them. <br />
- By listening you validate the anger emotion and clear up a big source of confusion for them- anger is not bad of itself, it is just when it is destructively expressed. Again, this increases their chances of openly and honestly talking with you as they need not feel shame about their anger. <br /> <br />
- By not passing judgement on their initial explanation of their anger outburst they will see that you really want to understand, which will motivate then to express themselves in the clearest possible way they can. The more they do this, the less they will come to rely on derogatory terms and language. (I&#8217;m always amazed at how they self-regulate their language when they feel they are being listened to). <br />
- With clear expression their triggers will be more easily identified and you can work to avoid them being pressed, or in situations where they do get pressed, finding ways of helping them to cope and to regulate their behaviour. </p>
<h5><strong>Looking for pointers</strong></h5>
<p>Particularly with the more emotionally volatile ones, simply asking them about their triggers will probably not get you to the absolute root of their anger. Yet by letting them voice their surface grievances uninterrupted  you can be on the receiving end of a whole list of potential pointers as to what the real underlying cause may be. </p>
<p>One girl I worked with was forever getting in trouble for being &#8216;gobby&#8217; to members of the public, to the police, pretty much everyone, or so it seemed. But by letting her talk about how ‘so-and-so really pissed her off&#8217; and how &#8216;that copper deserved it&#8217;, it soon became clear that she had a major problem with men. By letting her talk it was uncovered that even though on the face of it her anger outbursts were not gender-specific, they actually were. Hidden from open-view was the vital detail that prior to every incident there would be some form of what she perceived as a negative interaction with a man. This would stress her out, and she would then go somewhere and behave in a way that caused members of the public or police, male or female to verbally object to what she was doing, and then she would vent, uncontrollably.  </p>
<p>After further exploring this hypothesis, it then came pouring out how she had been hit by her step-father for years and this was why she found any interactions with men a stressful experience. This then physically manifested itself with her kicking rubbish everywhere  or doing some sort of criminal damage, which then caused passers-by or police to intervene and then she would verbally abuse them.  </p>
<p>We were then able to work through her experiences surrounding her step-dad and how that affected her interactions with men and how she could more appropriately deal with those feelings. After that point amazingly she didn’t get in trouble again. It was like a switch being turned off in her head.</p>
<p>This was after five years of fruitless anger management programmes, where triggers were explored, but that never went beyond the surface triggers. Apparently she would always say that it was ‘people telling her what to do’ that made her angry, or ‘people not minding their own business’. The person working with her would then effectively gag her and stop her from going any deeper by trying to address her surface triggers. She didn’t feel inclined to go any deeper because she didn&#8217;t feel very listened to and because the real issue was not being addressed, her behaviour didn’t change. She spent many nights in police cells and very nearly ended up in a secure unit for it. </p>
<p>It is so important to realise that two line explanations of triggers will often not suffice, and particularly so for the most volatile and aggressive. You will need to commit to properly exploring those triggers in your debriefs to see what the real root cause is. If after your first debrief session you feel that there is more than a simple issue to address and that you cannot commit to a full exploration make sure they are referred on to someone who can. Just leaving it and hoping it will go away will not work.</p>
<h5><strong>Moving on</strong></h5>
<p>
So once you have explored triggers or ‘what winds them up’ then you can work towards finding ways to avoid the triggers and/or find ways of expressing their anger  more appropriately. It is only by listening first, that you will be able to provide the necessary personalised approach to addressing their anger issues. </p>
<p>As I said in my previous post, a one-size-fits-all approach to anger management rarely works. I think this is largely because such an approach doesn’t involve listening to them enough which is what they crave. That, and to be understood by others and to understand themselves. And to achieve this they need to overcome their teenage urge to carry on regardless and be given the time to stop and think. Just stopping them and quickly dishing out a sanction will not work without the listening element on your part and the thinking on theirs. To this end the anger debrief is a must. </p>
<p>
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<p><em>Next (and I think last!) in the Anger series: <br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-management-debrief-for-workers/">The Anger Debrief for Workers</a>: we can&#8217;t just expect them to explore and critically reflect on their role in anger incidents, we need to too!  </em></p>
<p>To be sure not to miss out on this and future posts, why not sign up to the <a href="http://eepurl.com/f8xeb">Teenage Whisperer newsletter</a>? Sign up and you will be notified by email of future posts and you will automatically receive a free peer pressure resource to use in your work with young people.</p>
<p>Related posts:<br />
<a href="http://www.teenagewhisperer.co.uk/anger-management/">Anger is my friend</a> <br />
<a href="http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/">Reading Anger: Performance or Rage?</a><br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-balancing-act-sanctions-vs-relationship/">The Anger Balancing Act: Sanctions vs Relationship?</a></p>
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		<title>The Anger Balancing Act: sanctions vs relationship?</title>
		<link>http://www.teenagewhisperer.co.uk/the-anger-balancing-act-sanctions-vs-relationship/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-anger-balancing-act-sanctions-vs-relationship</link>
		<comments>http://www.teenagewhisperer.co.uk/the-anger-balancing-act-sanctions-vs-relationship/#comments</comments>
		<pubDate>Thu, 15 Mar 2012 17:12:56 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Out of the Box]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1280</guid>
		<description><![CDATA[After an anger outburst, whether it was a performance or out-of-control rage, comes the fallout. The &#8216;bomb&#8217; has hit, the consequences and repercussions now come into play. Depending on the amount of explosive and the amount of damage inflicted, the level of control you have over the subsequent sanctions will vary. One thing you can massively influence, however, is the extent of collateral damage that is done to your relationship with a young person and<span class="read"><a href="http://www.teenagewhisperer.co.uk/the-anger-balancing-act-sanctions-vs-relationship/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">The Anger Balancing Act: sanctions vs relationship?</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p></p>
<p>After an anger outburst, whether it was a <a href="http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/">performance or out-of-control rage</a>, comes the fallout. The &#8216;bomb&#8217; has hit, the consequences and repercussions now come into play. Depending on the amount of explosive and the amount of damage inflicted, the level of control you have over the subsequent sanctions will vary. One thing you can massively influence, however, is the extent of collateral damage that is done to your relationship with a young person and their progress down the road of positive change. </p>
<p>The challenge when dealing with the fallout of an anger outburst is that we need to teach angry teens that destructive anger outbursts are unacceptable, while at the same time preserving a good working relationship with them so that we can still effectively work with them and make progress. But surely discipline and sanctions rather mess up the relationship? Surely it&#8217;s choosing one over the other? If we dish out sanctions they&#8217;re going to get the &#8216;hump&#8217; and disengage aren&#8217;t they? </p>
<p><span id="more-1280"></span></p>
<p>Well not necessarily. It is true that anger outbursts mishandled by professionals  often lead to the further disengagement of young people, making them more angry and less likely to make the necessary positive changes in their lives. They often end up feeling that they haven&#8217;t been listened to, that no-one cares and that they have been rejected (again). They go right back to the beginning of their recovery process, if not further back than that. </p>
<p>However, as we will see, if we apply appropriate sanctions and explain the rationale for applying them then the relationship <em>and</em> progress may not only survive but even thrive. Through careful handling, they can come to realise that you reject their behaviour and not them and that their behaviour and subsequent sanctions do not have to result in an irreparably damaged relationship. Sanctions and relationships can be balanced and balanced well.</p>
<p>
<strong>THE IMPORTANCE OF SANCTIONS</strong></p>
<p>From the start, let&#8217;s be clear- sanctions for inappropriate behaviour are very important. They are a part of life for everyone, so to let a young person get away with poor behaviour, even if there are huge mitigating factors, isn&#8217;t actually doing them a favour. They need to learn to live in a school, a home and ultimately a society where behaviour deemed socially unacceptable incurs social sanctions such as the restriction of freedom in the form of a detention, a grounding, or a prison term. You might not necessarily agree with some of the social sanctions applied, but the reality is that they exist. We have to live with those restrictions, and so do they.  </p>
<p>While it may be tempting to go &#8216;soft&#8217; with them on the basis of their troubled life and in order to preserve your relationship with them, it really is not going to help them. Teens need clear, consistent boundaries and if you don&#8217;t give them that, then they won&#8217;t know where they stand with you and this will unsettle them. This will limit their ability to feel secure in your presence and consequently their ability to allow you &#8216;in&#8217; to help them. </p>
<p>If you are consistent but consistently &#8216;soft&#8217; with them then they are bound to &#8216;play you&#8217; and they will not respect you for it. End result is that they won&#8217;t listen to what you have to say.  Do you listen to the advice of someone you don&#8217;t respect? I know I don&#8217;t. What you&#8217;ll get is lip service and no more. </p>
<p>So there is no point trying to preserve your relationship with a young person by bending the rules or being soft in your application of sanctions. Yes, you might get on well, but real positive change needs more than just &#8216;nice&#8217; chats. It needs respect, it needs both parties to listen and it needs supportive challenge of inappropriate behaviour. Anything else and you are just enabling and indirectly collaborating in their behaviour. You may be well liked but change does not come from this place. (Just because you are liked does not necessarily mean you are an enabler, but you should always watch out for this as it can keep creep in so easily).</p>
<p>
<strong>HOW TO DISH UP YOUR SANCTIONS </strong></p>
<p><strong>Pace yourself &#038; scale your sanctions</strong></p>
<p>Don&#8217;t go from zero to sixty miles an hour in no time at all. If you wheel out your biggest sanction first, then you have nowhere left to go. Obviously sometimes the first exhibited behaviour is so serious that it does warrant going to 60 immediately, but usually this is not the case. </p>
<p>The temptation to go to 60 in break-neck time even for a minor dismeanour is that you will &#8216;show them who&#8217;s boss&#8217;. &#8216;They won&#8217;t mess with me&#8217;. This might work with your more well-adjusted teens, but your more emotionally vulnerable and volatile ones will not respond well. They will perceive you as unfair and will show you what <em>they</em> can do in break-neck time: blow up in your face. </p>
<p>Chances are they will have experienced someone significant in their life do this to them on a regular basis- going from 0 to 60 with no warning, often unfounded and often with emotional and/or physical damage to show for it at the end. In their eyes, you then become that person. </p>
<p>Immediately any respect for you goes out the window, any desire to co-operate with you, any ability to trust you and your judgement, let alone any advice you might offer. You make them feel unsafe and this will make them either fight or take flight. To undo this response will be hellishly difficult. It is better not to go there. Yes, offer discipline and sanctions, but you have to do it fairly and in moderation. Troubled teens &#8216;fairness radar&#8217; is finely honed. Life has often been very unfair to them so they will have a keen eye for it and won&#8217;t co-operate if they detect it. </p>
<p>A far better approach is to have a scale of sanctions relating to the seriousness or the number of occurrences of the behaviour, that <em>you</em> are clear about in your head, and <em>they</em> are clear about in their heads. The benefits are that you are far more likely to be perceived as being reasonable and fair, not hot-headed. You will always get the &#8216;oh, but that&#8217;s unfair&#8217; knee-jerk response but an overall deeper view of you as fair is far more likely to prevail this way. </p>
<p>The relationship preservation credentials of this approach speak for themselves. If you&#8217;re unfair you&#8217;re a &#8216;nob&#8217; or &#8216;bitch&#8217; and not worth listening to, if you&#8217;re fair then maybe there is something in what you have to say and they will keep on engaging, even after the sanction. </p>
<p>A scale of sanctions also has an important role in fostering a sense of responsibility, of self-control and choice in the minds of teens. If they don&#8217;t know what your scale of sanctions is, then they don&#8217;t know where their behaviour could lead them. <em>You</em> are consequently in charge of where their behaviour takes them. But it should be the case that <em>they</em> are in control of where their behaviour takes them. If they know in advance what the particular consequence will be of certain behaviours then you are putting the choice firmly in their hands. It&#8217;s their choice and their responsibility as to how far they want to push it- they go into their behaviour with their eyes wide open. Just like we know that we will likely get a caution from the police for stealing a sweet, community service or a fine for persisting in this behaviour, and a definite prison sentence if we rob the sweet shop with a sawn-off shotgun- they should know the scales too. </p>
<p>As a result, it is then much easier to deliver sanctions later on in the process as they should know what is coming. Then they can never accuse you of not being clear with them, of shifting the boundaries or &#8216;oh I wouldn&#8217;t have done that if I&#8217;d known&#8217; excuses. The responsibility for their behaviour and the consequences is then firmly at <em>their</em> feet. The upshot is that your sanctions then become less personal, and potentially less damaging to your relationship with them. You are just moving along a scale. The sanction then is about the scale, not directly about their relationship with you and your relationship with them. </p>
<p>
<strong>When using a referral sanction, remember <em>you</em> still have work to do.</strong></p>
<p>Sometimes however behaviour escalates to such a point that heavy duty sanctions are required. In these cases they may need to be referred to someone more senior for more &#8216;biting&#8217; sanctions, be it senior management, the police or the courts. However when doing this you must remember that <em>you</em> still have some vital work to do if you and the angry young person before you are not to take very many steps backwards in your relationship and your endeavours to help them. </p>
<p>
<strong>Make it clear to them that their behaviour has left you with no choice.</strong></p>
<p>Make it clear that you would do this with anyone and that you are not singling them out. This is particularly important as their skewed paranoid view of the world will probably lead them to think that they are being unfairly treated and you are making too big a deal of the situation. Your sanctions scale will greatly assist in this. </p>
<p>
<strong>Make it clear that you are interested in hearing why they felt they had to kick-off.</strong></p>
<p>Explain that the outward behaviour needs to be dealt with by someone more senior, or by the police, or the court if they are now in breach of an order, but that you are still interested in helping them to get to grips with their anger. All is not lost. </p>
<p>
<strong>Make it clear that you are disappointed within the context of progress made, but all progress is not ruined. Keep looking forward.</strong> </p>
<p>Teens are very &#8216;all or nothing&#8217;, and the same applies to how they judge themselves. If they slip up slightly, they think that everything is ruined. This can really hinder them from continuing to make progress. They experience deep shame and a sense of uselessness and will disengage. Their anger at themselves adds to their anger pot, which will soon bubble over again. </p>
<p>The frustrating thing is that often everything <em>is</em> ruined when they slip up, but only because they <em>thought</em> it was and disengaged, rather than because it <em>really</em> was. This is yet another classic teen self-fulfilling prophecy. </p>
<p>So it is very important to keep them motivated to change and to see that they can still move forward. Often keeping the motivation alive can be achieved by exploring with them how their behaviour made them feel and how it made you (or any other &#8216;victims&#8217;) feel. By highlighting how the experience was a negative one for all concerned, you can then recommit to helping them address their issues. You can then explain to them how all is not lost, and that you can continue to make progress.</p>
<p>Clearly the reality sometimes is that no progress will have been made prior to the outburst. In this case your emphasis should be on exploring with them how their outburst made all concerned feel as a way to try and get them to the mental place where they will contemplate trying to change their behaviour. </p>
<p>Cultivating a sense of &#8216;all is not lost&#8217; is obviously much easier to demonstrate when your working relationship with them will continue after the incident. However when a sanction involves a permanent exclusion from school say, then the relationship is most likely over. However, if you have previously made progress with them, then explain to them that although <em>you</em> will not be able to work with them again, that <em>they</em> have made progress and that they can continue this, even if you are not there. Explain that efforts will be made to find someone to further support them in this but they are the captain of their ship, always have been and always will be. Anyone working with them is there as an assistant navigator and the direction they steer their ship is up to them. </p>
<p>Due to their attachment difficulties it is important that they also realise that <em>they</em> have not been rejected, but that their <em>behaviour</em> makes it impossible for them to stay. They can still make progress.</p>
<p>This is where the role of a mentor external to your organisation can be so vital. Your teen can hopefully form an attachment with someone who is not tied to a school, a youth club etc. This means that if they have to leave your organisation that they are not completely cast adrift, as it often seems to them, as they will have their mentor who will follow them wherever they go in life. So if you have a young person who is sailing close to the &#8216;exclusion wind&#8217; try and find a mentor before and not after an exclusion. This way the damage of the exclusion to the young person&#8217;s progress will be significantly reduced.</p>
<p>By choosing and delivering sanctions appropriately and openly with teens and seeking to help them understand the process and why you have to use them, any potentially negative relationship effects of sanctions can be minimised. Yes, they may go off in a &#8216;huff&#8217; but if you give them time and if they have the opportunity they will likely eventually return. Even if they do not physically return, it is still likely that they will take a great deal from the sanctions process if delivered well and will reflect on it in the future. </p>
<p>Why? Because although they didn&#8217;t treat you fairly and well when they got angry, you treated them fairly and well. Although they didn&#8217;t communicate with you and others well when they got angry, you communicated well with them. Although they didn&#8217;t stick to the rules and the &#8216;system&#8217; when they got angry and they made everything unpredictable, you stuck to the sanction scale and the system and made everything predictable. Although they got behaviourally lost, you were still there as their signpost. Although they chose to make the wrong choice, you always chose to help them make the right choice. Although they tried to reject you with their behaviour, you didn&#8217;t reject them, even if they did have to leave. Although they thought all hope was lost and everything was ruined, you showed them hope and how to rebuild. </p>
<p>You were the adult in all this. You gave them the stability, the security, the clarity and the guidance that they needed. And you showed them all this, not only in the good times, but in the bad, when you needed to dish up sanctions. </p>
<p>We therefore should not overly worry about sanctions damaging working relationships. Sanctions well applied can show young people how to live within limitations, to behave honorably, fairly and to have hope for positive change. It shows them how to have a relationship of respect based on measured calm actions rather than hot-headed knee-jerk angry reactions. Often the biggest lesson for them is in <em>how </em>sanctions are delivered rather than <em>what</em> the sanction is. </p>
<p>
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<p><em>Next in the Anger series: <br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/">Debriefing anger</a>: after the fires have died down critically assessing your role in anger flareups and helping them explore theirs.</em></p>
<p>To be sure not to miss out on this and future posts, why not sign up to the <a href="http://eepurl.com/f8xeb">Teenage Whisperer newsletter</a>? Sign up and you will be notified by email of future posts and you will automatically receive a free peer pressure resource to use in your work with young people.</p>
<p>Related posts:<br />
<a href="http://www.teenagewhisperer.co.uk/anger-management/">Anger is my friend</a> <br />
<a href="http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/">Reading Anger: Performance or Rage?</a><br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/">The Anger Debrief for Teens</a></p>
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		<title>Reading Anger: performance or rage?</title>
		<link>http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=reading-anger-performance-or-rage</link>
		<comments>http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/#comments</comments>
		<pubDate>Thu, 08 Mar 2012 20:13:03 +0000</pubDate>
		<dc:creator>Sam Ross</dc:creator>
				<category><![CDATA[Out of the Box]]></category>

		<guid isPermaLink="false">http://www.teenagewhisperer.co.uk/?p=1216</guid>
		<description><![CDATA[In the previous post &#8216;Anger is my friend&#8217; we explored the vulnerability, the confusion and some of the seeming contradictions of anger through the voice of a teen. In this and future posts I want to take this further and explore how to practically achieve some of the things mentioned in that post so that we can help angry teens break out of negative self-defeating behaviour and help them process their anger in a more<span class="read"><a href="http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/"> &#8230; <strong>Continue reading the story</strong> "<span class="readabout">Reading Anger: performance or rage?</span>"</a></span>]]></description>
			<content:encoded><![CDATA[<p></p>
<p>In the previous post <a href="http://www.teenagewhisperer.co.uk/anger-management/" target="_blank">&#8216;Anger is my friend&#8217;</a> we explored the vulnerability, the confusion and some of the seeming contradictions of anger through the voice of a teen. In this and future posts I want to take this further and explore how to practically achieve some of the things mentioned in that post so that we can help angry teens break out of negative self-defeating behaviour and help them process their anger in a more positive way. </p>
<p>One of the first steps in effectively dealing with anger in a teen is knowing what you are really dealing with, and this will vary from person to person, from situation to situation. At its very base level it is all about &#8216;reading&#8217; their anger and establishing what they are trying to achieve by being angry and assessing the level of control of their actions. It is only by taking this step that we can <em>appropriately</em> deal with the angry teen in front of us. </p>
<p> <span id="more-1216"></span></p>
<p>The core distinction is between a controlled performance and out-of-control rage. Often &#8216;anger&#8217; is merely a &#8216;baring of teeth&#8217; performance like when you initially step on a dog&#8217;s territory. They are very much in control of what they are doing and in essence they are trying to manipulate you or a situation with their anger. They may experience a physical feeling of anger so it isn&#8217;t completely fake, but it is something they control. Their anger is a means to an end, with the end making you go away, or making you chuck them out of class, for example. With out-of-control rage, however, there is a sense that they are a savage dog that really could bite, although they might not. You just don&#8217;t know what&#8217;s going to happen next, and that&#8217;s a bit scary. </p>
<p>It is vital that you can tell the difference between these two sorts of anger as your approach to each will vary massively. You will be better able to target your response in the midst of it all, later in terms of sanctions, and in the long-term in how you ultimately try to help them address their underlying anger issues. Use the wrong approach for the wrong type of anger and you will likely get absolutely nowhere.</p>
<p>One classic example of misread and misunderstood anger that led to inappropriate sanctions within my workplace involved a lad who repeatedly told workers to &#8216;fuck off&#8217;, no matter what they were talking about. They were incensed, told him this was outrageous behaviour, reported him to their managers (and to the courts on a couple of occasions), &#8216;I&#8217;m not tolerating this angry rude boy&#8217; and he was moved onto someone else&#8217;s caseload.  </p>
<p>Then his file landed on my desk. And surprise, surprise, when I met with him, he repeatedly told me to &#8216;fuck off&#8217; through our first session, then the second, and so it went on until about the fifth session. It was unpleasant, but he wasn&#8217;t in my face with it, and it was obviously a fairly benign strategy to make me go away. So I ignored it and eventually he stopped. He then even started to engage with me and we did some great work that led to significant change in his life. </p>
<p>The problem was that he had used his swearing strategy with so many workers before me and with great success. They had responded in exactly the way he wanted them to. His swearing was a calculated strategy that worked a treat for him and protected him from the vulnerability of addressing his real anger issue- that he had repeatedly experienced violence at the hands of the men in his life. So for him, being allocated yet another worker wasn&#8217;t a sanction, it was a present. </p>
<p>Furthermore, by workers repeatedly not &#8216;reading&#8217; his anger correctly and employing the wrong sanction, his negative and confused view of workers and adults in general was confirmed. On a very deep level his confusion about attachment was reinforced. He needed and deep-down wanted attachment, but he was scared of the reaction to &#8216;putting himself out there&#8217;, of being rejected again. So he threw up a smokescreen of anger to divert people from his real issue and to make them go away, which only reinforced his idea that workers didn&#8217;t really give a damn about him because they ended up dumping him. His self-fulfilling prophecy worked brilliantly. </p>
<p>So going for a heavy-handed, &#8216;I&#8217;ll report you&#8217; approach was completely counterproductive. It didn&#8217;t help him one jot and gave him exactly what he wanted. Perseverance and a gently-gently approach was required while he tested me out. On the sixth time of meeting with him he clearly decided I wasn&#8217;t so bad and we took the first steps to really interacting and getting to the root of his real anger. That couldn&#8217;t have happened however, without that initial step of reading his anger and establishing what he was trying to achieve with it. </p>
<p>It is not only the young person that benefits if you read their anger accurately either. A personal benefit for you is that you better preserve your emotions and your sanity. You don&#8217;t end up feeling and exhibiting a danger response when it is only a performance.  When you see the manipulation for what it is, it is far easier to stay perfectly calm and respond in a measured way, benefiting them and you. </p>
<p>Obviously ignoring a behaviour isn&#8217;t always the best strategy. With the swearing lad, ignoring him was the most powerful and appropriate sanction in that situation. His sanction from me was that he didn&#8217;t get what he wanted. Sometimes it feels like we need to be seen to be doing something to deal with inappropriate behaviour. Actually it is often doing nothing (on the surface anyway) that garners the best results.  Being &#8216;all over a kid&#8217; for performance behaviour is often the biggest reward you can give them and only encourages them to continue this behaviour. </p>
<p>I appreciate that this approach is easier to adopt in a one-on-one situation (although there are clearly limits as to what you can ignore) and is much harder to apply in a group setting like a classroom or youth club.  You want to send out a consistent behaviour message to all of the kids, so nipping poor behaviour in the bud is important, and consequently ignoring isn&#8217;t always really an option. </p>
<p>In this context you need to consider what they are trying to achieve with their behaviour. Are they just trying to wind you up because they&#8217;re bored? Do they want to be thrown out the class so they can meet up with some mates they&#8217;ve seen out the window? Are they stressing out that you&#8217;ve just suggested an activity that they think they are hopeless at and they don&#8217;t want to be embarrassed in front of their mates? Are they finding the work too hard and want to avoid having to do it? What&#8217;s their game? Once you work this out, which will require some quick thinking, make sure you do not give them what they want. By all means, meet the underlying need if appropriate, like assisting them with the work, or indirectly reassuring them that you are THE worst basketballer in history and distract them from their embarrassment with a demo, but don&#8217;t inadvertently meet the need in the way they want you to. It will only reinforce this negative behaviour response. This is your opportunity to show them that there are more positive, constructive methods of meeting their needs and overcoming their fears than running away. </p>
<p>More often than not, the anger you see will be primarily about manipulation and will be a performance. Rage is also a form of manipulation and it often appears when other forms of manipulation have failed. The young person descends into a blind panic and will do anything to get what they want. However, at the point when the &#8216;fight or flight&#8217; response kicks in, the adrenaline surge occurs and they can&#8217;t think straight, the manipulation ceases to be controlled and enters out-of-control rage territory. </p>
<p>The beginnings of rage are usually identifiable when verbally expressed anger becomes physical- when violence is expressed towards another person, when the wall has to be punched, or when the angry crying starts. It doesn&#8217;t have to result in violence towards another, just in an outward physical manifestation. This is when you really start to wonder what they are going to do next. There is a sense that they might explode. This is the golden moment where you reading the situation accurately and quickly will maximise the chances of you being able to de-escalate their anger and for <em>you</em> to stay in control of the situation. </p>
<p>Your top priority at this point is to de-escalate. Even if the beginnings of their rage is as a result of you already discussing their behaviour, drop it. It can be picked up again later when they are calmer and you might approach it slightly differently in light of this response. </p>
<p>The keys to de-escalation are ensuring they have physical space and are at least a room away from whatever or whoever is stimulating their anger (this may well be you or another teen), you need to stay calm yourself and you need to give them mental space to calm down. </p>
<p>When people are panicking about what someone might do, they often talk more than they usually do, and this applies to professionals too. In this situation it is imperative that you resist the urge to over-talk. You&#8217;ll only end up further overstimulating an emotionally overstimulated person and it will only wind them up more. Don&#8217;t choose that moment to tell them that their behaviour is unacceptable and to deliver your moral sermon. Don&#8217;t deliver notice of your sanction either. You&#8217;ll only be told where to go. There is plenty of time for that later. I have witnessed the catastrophic effects of such an approach, many a time. The results are not pretty- don&#8217;t go there. </p>
<p>Try and stay as cool and calm as possible. If they sense you are riled, then their anger will only feed off your anger and de-escalation becomes much much harder. This is where saying less and keeping it very simple often helps.<br />
Your top priority is to get them down from the peak of their anger and to give them the mental and physical space they need to calm down. Give them the barest and simplest of instructions- &#8220;go and wait outside please. I will come and speak to you in five minutes&#8221; for example. If they want to leave the building, let them. The alternative is a bop on the nose, a broken window, or a hole in a wall. I know which one I opt for every time. Yes, it would be better if they didn&#8217;t walk out, but you can factor that into the sanctions equation when you deal with them later. Top priority is to keep yourselves and others safe (and them) and letting them choose the &#8216;flight&#8217; rather than &#8216;fight&#8217; option is one way to do this. </p>
<p>In tackling their rage in this way, you preserve your own dignity and save them from doing something that they could really regret. No serious damage is done and they will come to respect you at some level, for having retained control of the situation. When children and teens are angry and it is allowed to spiral, they themselves feel very unsafe because they don&#8217;t know what they are going to do next either. By staying in control of the situation and managing them effectively, they will begin to associate you with safeness. This can only help them to feel safe enough to hopefully eventually share with you the deeply personal issues of their lives, and allow themselves to be emotionally vulnerable in your presence. Then you can get down to really helping them change their lives and their behaviour.</p>
<p>No anger intervention works unless the anger is read correctly and treated for what it is- controlled manipulation or out-of-control rage. You could deliver the most kick-ass anger management interventions but if you apply the wrong sort of intervention or sanction to the wrong sort of anger, then I&#8217;m sorry, but you&#8217;ll get nowhere. I think that&#8217;s why so many anger management interventions just don&#8217;t work. They&#8217;re too general and they don&#8217;t appreciate the complexities of anger as an emotion. For most young people, the vast majority of the material is irrelevant to them as individuals. Considering what you really have in front of you is the first and arguably most important step in addressing a young person&#8217;s anger, because from that point, all else follows. </p>
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<p><em>Next in the Anger series: <a href="http://www.teenagewhisperer.co.uk/the-anger-balancing-act-sanctions-vs-relationship/">the anger balancing act</a>- how do we teach angry teens that destructive anger outbursts are unacceptable, while at the same time preserving a good working relationship with them so that you can still effectively work with them and make progress?</em></p>
<p>To be sure not to miss out on future posts, why not sign up to the <a href="http://eepurl.com/f8xeb">Teenage Whisperer newsletter</a>? Sign up and you will be notified by email of future posts and you will automatically receive a free peer pressure resource to use in your work with young people.</p>
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<p>Related posts:<br />
<a href="http://www.teenagewhisperer.co.uk/anger-management/">Anger is my friend</a> <br />
<a href="http://www.teenagewhisperer.co.uk/reading-anger-performance-or-rage/">Reading Anger: Performance or Rage?</a><br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-balancing-act-sanctions-vs-relationship/">The Anger Balancing Act: Sanctions vs Relationship?</a><br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-managementdebrief-for-teens/">The Anger Debrief for Teens</a><br />
<a href="http://www.teenagewhisperer.co.uk/the-anger-management-debrief-for-workers/">The Anger Debrief for Workers</a></p>
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