Learning Through Crisis
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Learning Through Learning Through Crisis Crisis Laura Graves Laura Graves July 11, 2008 July 11, 2008 EDFS 377 EDFS 377
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Learning Through Crisis. Laura Graves July 11, 2008 EDFS 377. The Conflict Cycle. Thinking patterns trigger stress Stress triggers feelings & anxiety Feelings drive behavior Inappropriate behavior incites others’ behaviors. Personal put-down Failure to do something correctly - PowerPoint PPT Presentation
Transcript of Learning Through Crisis
Learning Through Learning Through CrisisCrisis
Laura GravesLaura Graves
July 11, 2008July 11, 2008
EDFS 377EDFS 377
The Conflict CycleThe Conflict Cycle
• Thinking patternsThinking patternstrigger stresstrigger stress• Stress triggersStress triggersfeelings & anxietyfeelings & anxiety• Feelings driveFeelings drive behaviorbehavior• Inappropriate behaviorInappropriate behaviorincites others’ behaviorsincites others’ behaviors
School Stress-Producing School Stress-Producing SituationsSituations
• Personal put-downPersonal put-down• Failure to do Failure to do
something correctlysomething correctly• Failure with friendsFailure with friends• RidiculeRidicule• ScapegoatingScapegoating• Being left outBeing left out• Infringement of Infringement of
rightsrights• Failure of justiceFailure of justice
• Deprivation of a Deprivation of a valued object or valued object or opportunityopportunity
• ConfusionConfusion• BoredomBoredom• ConfinementConfinement• Not understanding Not understanding
what is expectedwhat is expected• Threats of harmThreats of harm• Expectations Expectations
beyond capacitybeyond capacityFecser, F.A., Long, N.J., & Wood, M.M. (2001). Life Space Crisis Intervention: Talking With Students In Conflict (2nd ed.). Austin, Texas: ProEd. (pp. 28-29).
(p.33)(p.33) Defensive BehaviorsDefensive Behaviors
Denial Escape Substitution
DenialDenialRepressionRepression
RationalizationRationalizationProjectionProjection
Defense through the oppositeDefense through the oppositeWithdrawalWithdrawal
IntellectualizationIntellectualizationRegressionRegression
DisplacementDisplacementCompensationCompensationSublimationSublimation
IdentificationIdentification
Developmental AnxietiesDevelopmental Anxieties
• AbandonmentAbandonment• InadequacyInadequacy• GuiltGuilt• ConflictConflict• IdentityIdentity
Figure 3.1 (p. 41)
Three Levels of Decoding Three Levels of Decoding BehaviorBehavior
• AcknowledgingAcknowledging• Surface InterpretationSurface Interpretation• Secondary InterpretationSecondary Interpretation
Styles of InfluenceStyles of Influence
• MotivationMotivation• RelationshipsRelationships• Shared SkillsShared Skills• ConsequencesConsequences
The Existential CrisisThe Existential Crisis
• Preexistential PhasePreexistential Phase• The Existential CrisisThe Existential Crisis• The Postexistential PhaseThe Postexistential Phase
Development of ValuesDevelopment of Values
• Personal NeedsPersonal Needs• Adult ApprovalAdult Approval• FairnessFairness• Responsibility for SelfResponsibility for Self• Responsibility for OthersResponsibility for Others
““By using LSCI, the adult By using LSCI, the adult conveys to a student that:conveys to a student that:
(a) problems can be solved,(a) problems can be solved,
(b) the student has an advocate in the adult,(b) the student has an advocate in the adult,
(c) the adult sees the good qualities in the (c) the adult sees the good qualities in the student,student,
(d) the student has the skills to solve the (d) the student has the skills to solve the crisis, andcrisis, and
(e) even though the student must exercise (e) even though the student must exercise restraint, he or she is still a valued restraint, he or she is still a valued individual”individual”
(p. 80)
Six LSCI StagesSix LSCI Stages
Emotional First AidEmotional First Aid
• Drain off emotional intensityDrain off emotional intensity• Support a student engulfed in Support a student engulfed in
intense emotionintense emotion• Maintain communication when Maintain communication when
relationships are breaking downrelationships are breaking down• Regulate social behaviorRegulate social behavior• Act as umpireAct as umpire
Potential PitfallsPotential Pitfalls
• Beginning LSCI when a student isn’t Beginning LSCI when a student isn’t readyready
• Getting off subjectGetting off subject• Allowing an adversarial climate to Allowing an adversarial climate to
developdevelop• Reflecting negativesReflecting negatives• Permitting a student to seduce you into Permitting a student to seduce you into
counter aggressioncounter aggression• Treating complex feelings in trivial waysTreating complex feelings in trivial ways
More Potential PitfallsMore Potential Pitfalls
• Failing to build LSCI dialogue from a Failing to build LSCI dialogue from a student’s responsesstudent’s responses
• Invading a student’s private spaceInvading a student’s private space• Injecting personal comments about yourselfInjecting personal comments about yourself• Allowing students to reverse roles with youAllowing students to reverse roles with you• Failing to state the central issue simply and Failing to state the central issue simply and
conciselyconcisely• Jumping to solutions prematurelyJumping to solutions prematurely• Failing to consider negative solutions and Failing to consider negative solutions and
consequencesconsequences
LSCI or ZullLSCI or Zull
Where did it come from?Where did it come from?• “…“…it is hard to make meaning unless it engages our it is hard to make meaning unless it engages our
emotions.”emotions.”• Zull p. 166Zull p. 166• “…“…emotion seems to be the mortar that holds things emotion seems to be the mortar that holds things
together.”together.”• Zull p. 8Zull p. 8• ““Adults can teach students to recognize connections Adults can teach students to recognize connections
among their own feelings, behaviors and reactions of among their own feelings, behaviors and reactions of others.”others.”
• LSCI p. 44LSCI p. 44• ““The main task for the teacher is to help the learner find The main task for the teacher is to help the learner find
connections.”connections.”• Zull p. 242Zull p. 242• ““Flooding emotions distort reality perceptions and Flooding emotions distort reality perceptions and
dominate behavior.”dominate behavior.”• LSCI p. 123LSCI p. 123
What about these What about these quotes?quotes?
• ““When adults continually use strategies that are When adults continually use strategies that are threatening, as opposed to giving students choice with threatening, as opposed to giving students choice with reality consequences, students are left in a powerless reality consequences, students are left in a powerless position.”position.”
• LSCI p.59LSCI p.59• “…“…we still find that we defeat learning when we take it we still find that we defeat learning when we take it
away from the learner, when we make it about us rather away from the learner, when we make it about us rather than about them.”than about them.”
• Zull p. 242Zull p. 242• ““To a large extent, experience has been the teacher.”To a large extent, experience has been the teacher.”• LSCI p. 111LSCI p. 111• ““Aggression elicits aggression.”Aggression elicits aggression.”• LSCI p. 35LSCI p. 35• “…“…cycle builds on itself.”cycle builds on itself.”• LSCI p. 29LSCI p. 29
Additional ResourcesAdditional Resources
• http://www.lsci.orghttp://www.lsci.org• http://www.reclaiming.comhttp://www.reclaiming.com• http://www.pepcleve.org/index.htmlhttp://www.pepcleve.org/index.html• http://www.uvm.edu/~cdci/best/?Paghttp://www.uvm.edu/~cdci/best/?Pag
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