Pain bodies!
It is said that pain is the symptom that something is not right with your body; a signal that you need to attend to the cause of the malady. It may be caused by a ruptured appendicitis or plain simple indigestion, but unless you take care of the cause it would recur, and in the case of the former, it may even be fatal, if you ignore it.
How simple the diagnosis is, if it is seen on the physical level! But we do not understand that our emotional body also undergoes pain. And it tells us in the form of our emotions: of anger, sadness, depression or plain helplessness. But how many of us really understand that what needs to be attended to is the cause of this pain; these symptoms are only the superficial signs of a corrosion happening underneath. We need to sit down and listen; listen to the need of the emotional body, and find out what is causing us so much pain. Is it a failed, or a failing relationship? Is it an unmet need from somebody? Is it something that someone has said, or more important, something someone has not said?
A client who had come to me for a session shared a story with me, wherein the case was of pure unmet expectations. But the hurt was festering for such a long time, that when she came in for the first session, I realised that it was not an isolated incident and the probing revealed the source of the hurt going as far as her childhood. She was the second of three siblings and her parents had always favoured her elder sibling, simply because the latter had been suffering from some deep complex born of her own thinking and inadequacies. Though she resented this favouritism, she was willing to live with it, because she had found succour for her emotional needs outside and maybe she did not have the courage to either fight, or even voice her resentment then. . Things settled down after both of them got married, and since they all got busy with their now extended families, this rivalry took a back seat.
Unfortunately, it surfaced again with the younger sibling now, who was living with her parents in the same city, and who somehow felt victimised by circumstances to take care of the parents. (It may not be out of place to say here that the parents had a fallout with the eldest sibling and are barely on talking terms now; somehow she kept insisting, ironically that she was always put down upon!). Anyway, to cut to the presenting problem, my client called up her mother to share some discord that she had had with the younger sibling, but the mother jumped to her defense, saying that she was never able to understand her younger sibling, and not to bother her with undue conflicts between both of them. Now this was ironical, and the only message my client could get was that she was not given a hearing, (it was very reminiscient of her childhood) and that her sibling was!
The issue of discord is irrelevant here; what hurt was the fact that my client was straight away brushed aside, with a blanket pronouncement. What came to my mind was what a famous psychologist, Adler had written about the profound effect birth order had on the personality of a person. This client of mine had projected to be a strong, mature and rational individual and had been a source of support for the family throughout her life. When she did manifest her emotional needs, I guess the family was unable to understand it and handle the situation. It made them uncomfortable whenever she buckled, even for a while under a crisis. And all along, to live up to her image, she continued to reinforce the behaviour of being a strong, rational person.
She had not understood her deep underlying resentment she bore against her parents for compromising her position every time in a sibling fight. She had been given love: but conditional love. And when the conditions were not being met now, the family was unable to accept her.
How is someone to cope with an unfulfilled need? It was not easy… The level of acceptance had to be very high in her, to surpass this need of being accepted unconditionally by her parents, and she had to work on years of rejection and the silent resentment she had borne.
I had lot of raw emotions to handle; and it was not easy. She was speaking from hurt, not from reasoning. I had to give her time, before I could make her understand where her mother and her sibling were coming from. She had to deal with unmet expectations, and to use a Transactional analysis viewpoint, she was the rebellious child, talking to a critical parent. No wonder there was a cross transaction!
Showing posts with label children. Show all posts
Showing posts with label children. Show all posts
Tuesday, June 08, 2010
Friday, March 13, 2009
children: your joy or challenges?
The boy with his mother and grandfather shot across the road at the signal lights, hoping to catch the light before it turned green. Halfway through the road, the boy slipped and fell, and the grandfather who was following them, picked the boy up like a rag and slapped him tightly across his cheek. The screaming boy was dragged along by the mother. After reaching the end of the road, the boy sat down mutinously, refusing to move, and continued bawling.
The lights turned green and spurred by the honking traffic, I moved ahead. But the boy’s sorrowful face kept dancing in front of my eyes. Here was a boy who was hurt; and the grandfather, in his anxiety to cross the road, and perhaps for the boy’s safety, gave in to his anger and vented it out on the already hurt boy. Was the boy at fault? Did he fall on purpose? For that matter, were the elders doing the right thing, darting across the road like that?
Children have a reason for their actions and their thoughts; and these reasons spring from their little minds’ logic, which is just based on their feelings. If the feelings are negative, their actions show it, and vice versa.
Rudolf Dreikers, a social psychologist and an authority on handling children and their behaviour, is of the opinion that there is an underlying cause for the child’s misbehaviour, and has firm faith in a child’s rationality. However, if the child’s behaviour is based on misplaced goals, adults need to intervene. He lists out four reasons for a child’s misbehaviour:
Attention Getting: If a child cannot get attention for their positive behaviours, they will seek it with inappropriate behaviours. If your reaction is feeling annoyed or irritated, then this is the child’s goal.
Power and control: This is normally indulged in by children who feel inferior. Once the behaviour is repeated and catches the adults’ attention, the defiant behaviour escalates. This results in a power struggle. If you feel angry when your child misbehaves then power is his goal.
Revenge: This behaviour results from the thought of getting back at adults for the way they feel they have been treated (mistaken thought: unfairly). This usually happens after the first two methods for getting attention and power have failed. You will probably have feelings of hurt when revenge is your child’s goal. Do understand that the child is acting from a platform of being hurt.
Helplessness and Inadequacy: At this stage the child no longer cares what happens. The child acts passive, lethargic, rejects social control and refuses to comply or participate, and may even request to be left alone at this juncture. The adult also feels inadequate or incapable at this stage. Your feeling helplessness, escape or avoidance may be your child’s goal.
Having listed out the goals of misbehaviour, he also points out the ways by which we can handle misbehaviour effectively. Once we recognize the inner goal, we can help the child learn more appropriate goals. We need to thus understand the child’s goal by observing the behaviour in detail. We need to confront the child with the four goals. Use “Could it be questions…
Could it be that you want special attention?
Could it be that you want your own way?
Could it be that you want to hurt others as much as you are hurt by them?
Could it be that you want to be left alone?
We need to use Logical consequences, rather than reward and punishment. Logical consequences are results that a child faces when it immediately follows an action by the child.
It is a consequence that is directly linked to the action and the connection is perceived and experienced by the child.
He learns to perceive that he has a choice, and accepts the relationship of his choice to what followed (consequences).
It is different from punishment, in that the latter portrays the power of personal authority.
There is no element of moral judgment in logical consequences, and also allows a child to choose whether he wants to repeat an act, based on the consequences he experienced.
Encouragement is also vital to make the child aware that he is good and acceptable as he is, and not as he should be. We need to keep improvement in mind, not perfection.
We need to understand the difference between praise and encouragement. While praise recognizes the person, encouragement acknowledges the act.
Bringing up children is a lifetime commitment: if you decide to grow with them, there is no limit to the heights you can reach on the mountain of joy; but if it is a chore, then, the depths can be equally deep: the choice is yours...
Mohana Narayanan
January 2009
The lights turned green and spurred by the honking traffic, I moved ahead. But the boy’s sorrowful face kept dancing in front of my eyes. Here was a boy who was hurt; and the grandfather, in his anxiety to cross the road, and perhaps for the boy’s safety, gave in to his anger and vented it out on the already hurt boy. Was the boy at fault? Did he fall on purpose? For that matter, were the elders doing the right thing, darting across the road like that?
Children have a reason for their actions and their thoughts; and these reasons spring from their little minds’ logic, which is just based on their feelings. If the feelings are negative, their actions show it, and vice versa.
Rudolf Dreikers, a social psychologist and an authority on handling children and their behaviour, is of the opinion that there is an underlying cause for the child’s misbehaviour, and has firm faith in a child’s rationality. However, if the child’s behaviour is based on misplaced goals, adults need to intervene. He lists out four reasons for a child’s misbehaviour:
Attention Getting: If a child cannot get attention for their positive behaviours, they will seek it with inappropriate behaviours. If your reaction is feeling annoyed or irritated, then this is the child’s goal.
Power and control: This is normally indulged in by children who feel inferior. Once the behaviour is repeated and catches the adults’ attention, the defiant behaviour escalates. This results in a power struggle. If you feel angry when your child misbehaves then power is his goal.
Revenge: This behaviour results from the thought of getting back at adults for the way they feel they have been treated (mistaken thought: unfairly). This usually happens after the first two methods for getting attention and power have failed. You will probably have feelings of hurt when revenge is your child’s goal. Do understand that the child is acting from a platform of being hurt.
Helplessness and Inadequacy: At this stage the child no longer cares what happens. The child acts passive, lethargic, rejects social control and refuses to comply or participate, and may even request to be left alone at this juncture. The adult also feels inadequate or incapable at this stage. Your feeling helplessness, escape or avoidance may be your child’s goal.
Having listed out the goals of misbehaviour, he also points out the ways by which we can handle misbehaviour effectively. Once we recognize the inner goal, we can help the child learn more appropriate goals. We need to thus understand the child’s goal by observing the behaviour in detail. We need to confront the child with the four goals. Use “Could it be questions…
Could it be that you want special attention?
Could it be that you want your own way?
Could it be that you want to hurt others as much as you are hurt by them?
Could it be that you want to be left alone?
We need to use Logical consequences, rather than reward and punishment. Logical consequences are results that a child faces when it immediately follows an action by the child.
It is a consequence that is directly linked to the action and the connection is perceived and experienced by the child.
He learns to perceive that he has a choice, and accepts the relationship of his choice to what followed (consequences).
It is different from punishment, in that the latter portrays the power of personal authority.
There is no element of moral judgment in logical consequences, and also allows a child to choose whether he wants to repeat an act, based on the consequences he experienced.
Encouragement is also vital to make the child aware that he is good and acceptable as he is, and not as he should be. We need to keep improvement in mind, not perfection.
We need to understand the difference between praise and encouragement. While praise recognizes the person, encouragement acknowledges the act.
Bringing up children is a lifetime commitment: if you decide to grow with them, there is no limit to the heights you can reach on the mountain of joy; but if it is a chore, then, the depths can be equally deep: the choice is yours...
Mohana Narayanan
January 2009
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