Is it really a problem of self-esteem? Looking inside may not be the answer to how children can flourish.
Is it really a problem of self-esteem? Looking inside may not be the answer to how children can flourish
“A sign of health is the ability to enter imaginatively and accurately into the thoughts and feelings and hopes and fears of another person; also to allow the other person to do the same” Donald Winnicott
Reminding myself to see children for who they can be
When I first meet a young person in school, I like to set myself a challenge. I ask the teacher, “Don’t point her out. Let me observe for a while and see if I can spot who she is.” Usually I can tell by a child’s dishevelled appearance, by an argument between two children, or when I see the child who tries relentlessly to get her teacher’s attention. However, this simple exercise also helps me think about what a child looks like when he or she is settled and happy. I borrow a metaphor from the garden, flourishing, to describe this kind of happiness in children. A quick search on the internet reveals I am not the first to use this term. The idea of human flourishing has been around at least since the time of Aristotle. However, if we think of flourishing simply in terms of boosting a young person’s self-esteem, we may do more harm than good.
Notice me! Rather than low self-esteem, attention seeking may be a cry for mutuality
Nathan’s teacher made a discovery and she wanted to share it. “I know what it looks like when he is settled. He isn’t looking at me.” She must have recognized my slightly puzzled expression and so she added, “I realized that whenever I look at the class, he is already looking at me, but when he is really into something he isn’t constantly watching me.” Nathan’s teacher had nailed it on the head. (I must have metaphors on the brain.) This little boy was usually in a state of constant vigilance. I remember observing him once responding to conversations happening on the other side of the room.
It wasn’t just his hypervigilance that worried his teacher. He constantly sought her attention. He interrupted her lessons, and if that didn’t work, he was expert in creating mini-disasters. I have seen water bottles, pencils, and jotters spilled to the floor in a whirl of activity. It would have been easy to think this little boy’s problems were all about attention seeking and low self-esteem.
Nathan’s teacher came to me one day quite distressed. “Nathan is telling me he is bad. How do I help him have a better self-esteem?” She paused and then added, “I keep telling him he is not bad and that no one is bad, but he told me again, ‘Miss, I am bad.’”
I wondered if Nathan wasn’t trying to communicate a sense of, “Don’t forget me! I can’t bear the thought that you don’t notice me.” Boosting Nathan’s self-esteem wasn’t going to fix this. He needed empathy; someone who would hear how hurt he was and not reject him. I tried to model a response for his teacher. “Oh, Nathan, if you believe you are bad that must be so hard for you.” Rather than attention seeking, a child may be operating from a profound sense of loss, unable to share their grief with others for fear of being abandoned (1).
I have been in many meetings in which a teacher talks about a child who is afraid of failure, lacks friends, has poor personal hygiene, seeks attention, or lacks confidence. It is often thought of as a problem of low self-esteem. What concerns me about thinking in terms of self-esteem is that we may miss not only a child’s deeper needs but also become blinded to what true flourishing looks like.
Shouldn’t we boost young people’s self-esteem?
Not so long ago, the idea of boosting self-esteem was presented as a cure-all for a wide range of social ills such as teenage pregnancy, drug misuse, and other anti-social behaviours (2). I once interviewed a group of African-American boys growing up in the inner city of Chicago. Naively I assumed they would all have low self-esteem. By the end of the interview, I realized that I was the one with a self-esteem problem. My informal survey surprisingly corresponded to the findings of much larger and more scientific studies. Young people’s perceptions of themselves improved significantly during the 1980’s and 90’s. However, according to some even more rigorous studies that tracked young people over several decades, improving self-esteem did not reduce drug misuse or risky sexual behaviours. It seems that Bowlby was right to hold self-esteem ideology in contempt for its simplistic reductionism (2).
The wounded self may mask its true needs
I don’t want to minimize the depth of harm caused to a child who suffers maltreatment or the devastating impact that neglect and abuse can have on a child’s developing sense of self. An infant’s earliest experience of intimacy with another human being should be one of safety and security. It is in that state of dependence that the infant should be able to experience a sense of rightness and wholeness about themselves. When safety, security, and continuity of care are lacking, a child may suffer a primal, narcissistic wound (1).
Put simply, we were not built to flourish as separated beings, so recovery shouldn’t be thought of as boosting self-esteem. Rather, a young person needs to experience relationships in which he or she can be free from a preoccupation with self. Donald Winnicott warned that a child may develop a ‘false self’ as a way of masking their true need for mutuality* (3,4). I think children and young people are happier when they experience the freedom of self-forgetfulness; instead of using a false self to protect themselves, they are able to experience an integrity of self. Again, put simply, they can enjoy other people enjoying being with them.
Not being preoccupied with self allowed him to enjoy being with his classmates
Several years later, in another school and with another teacher, I walked in to Nathan’s classroom and for a moment I couldn’t see him. He was reading a book with two other children. They were peering down at the pages, each with his or her chin cupped in hands. Nathan seemed totally absorbed in the moment. So much so that even his posture was a mirror image of the two other children. I am not being unrealistic; I didn’t think for one moment that Nathan would never struggle again. However, this little glimpse of Nathan being able to relate to others in a way in which he could express his comfort with just being himself helped me think of him not just as an injured, traumatised little boy.
Human flourishing as having the freedom to forget self
For the past thirty years, I have taken young people to summer camp. This year was no exception. Driving back from a day trip, my car was packed with teenagers. Someone asked to play music from Les Miserables. The young people sang along at the top of their lungs, but one voice stood out to me, not because it was louder but because I had never heard that young person singing before. A young man, one of my pupils, who has lived in fourteen different homes and suffered relentless rejection and loss. He wasn’t trying to draw attention to himself; he was just enjoying being part of the group. For a few moments, I was reminded of what it looks like when young people are flourishing. I find that I never stop needing to be reminded of what that looks like.
* Mutuality can be defined as an empathetic exchange between a child and an adult that communicates a sense of being understood. The child’s thoughts and feelings are matched in intensity of involvement and interest (4). Donald Winnicott gave this example: ‘“Settled in for a feed, the baby looks at the mother’s face and his or her hand reaches up so that in play the baby is feeding the mother by means of a finger in the mouth.” The baby whose mother is involved in this intense identification with him benefits from the experience of feeling understood’ (4, p82).
Keeping It Real
1. What do we really mean when we say a child has low self-esteem?
2. What other needs might the child be trying to communicate?
3. How do I refresh my vision of what it looks like when children are truly flourishing?
1. Newton Verrier, N. The primal wound: understanding the adopted child. CoramBAAF; 2009.
2. Harrison, G. The Big ego trip: finding true significance in a culture of self-esteem. Nottingham: Intervarsity Press; 2013.
3. Phillips, A. Winnicott. London: Fontana Press;1988.
4. V Jordan, Judith. The meaning of mutuality. work in progress. Wellesley Centres for Women; 1986. Available from: https://www.wcwonline.org/vmfiles/23sc.pdf [Accessed 2/10/2017].
5. Abram, J. The language of Winnicott: a dictionary of Winnicott’s use of words. 2nd edition. London: Karnac; 2007.
© 2018 David Woodier. Permission granted to reproduce for personal and educational use only. Copyright notice must remain intact. Illustrations by Tom Donaldson https://www.etsy.com/shop/tomdonaldsonart
Handout for teachers
I am teaching a young person with attachment difficulties.
What do I do?
These suggestions are not intended to be a substitute for a more thorough process of assessing a young person’s needs and level of additional support.
© 2017 David Woodier, Support Teacher, Inclusion Base, North Lanarkshire.
Permission granted to reproduce for personal and educational use only. Copyright notice must remain intact.
David Woodier is Chief Blogger for Scottish Attachment In Action. www.saia.org.uk/blog
The Gentle Challenge
For the first two years of primary school, one little girl I know would not talk to her teachers. Even when close friends of the family greeted her, she looked down and said nothing. Although she couldn’t explain what was wrong, her dad sensed her overwhelming anxiety. He needed a way to help her change her behaviour, but more importantly, he needed a way to help her realize that being noticed by people doesn’t have to be scary. One day he had a small brain wave.
“Here’s the deal. People like to see you smile, but you don’t like doing the talking. How about when someone greets you, you do the smiling, and I’ll do the talking?”
“Hi Sarah*. How are you?”
“Hello Mr. Duncan,” Her dad said. He looked down at the little girl and gently squeezed her hand. She flashed just the briefest of smiles.
Mr. Duncan smiled back.
I didn’t know at the time, but this was an example of what Mary Dozier from the University of Delaware calls the gentle challenge. Since then, I have come to realize this is one of the most important goals in building a relationship with a child who has been maltreated. As Dozier says, it is about gently challenging their worldview (1). In terms of attachment, it is a way of helping children revise their internal working model.
Children who have been maltreated often have distorted expectations and beliefs about self and others. Bowlby observed that these models are established in the first few years of life. As children get older, they become increasingly resistant to change. “The necessary revisions of model are not always easy to achieve. Usually they are completed but only slowly, often they are done imperfectly, and sometimes not done at all” (2). In addition, adults are too easily pulled towards responding in a way that confirms their existing worldview.
The gentle challenge can only take place in the context of a trusting relationship. This, in and of itself, is a complicated task and one that challenges the young person’s worldview. It is important that the adult can empathize with the young person and has some ideas of what kinds of beliefs and expectations a young person is communicating through their behaviour. The gentle challenge is often used in response to a young person who is showing some kind of resistance to relating to others.
Harry had been moved to a new high school, but the honeymoon hadn’t lasted long. He was suspended, and as I drove him home, my mind went back over the years to the little, angry boy I first met in primary school. Harry had fixed ideas about himself and others. When his head teacher retired, Harry told me with all sincerity that he had ruined his head teacher’s life. I tried not to smile, but in my imagination I pictured his head teacher sitting in the sun on a cruise ship sipping a glass of something fizzy. Harry was convinced that teachers disliked him, because he believed he was a bad kid.
“Harry how long have we known each other?”
“For years, Mr. Woodier.”
“Harry, do you trust me?”
“I need to ask you do something. Can you give some of the trust you have in me to your new teacher? Maybe she doesn’t hate you.”
Harry said nothing, he just looked at me. I wondered if he could accept that there might be more than one teacher in the world that didn’t dislike him.
The gentle challenge is often counterintuitive. Sometimes it means joining with the young person in their resistance. We accept that the behaviour allowed the child to survive and cope in an adverse situation, but once a child is safe, we want them to experience relationships in a different way.
“I know its important for you that I know you are a smart kid. You can keep shouting out the right answers until we work out some other way for you to be sure that I know you are smart.”
“I can see you want to be in control of this. I think you are right. I don’t think you know me well enough yet. When you get to know me better, perhaps you can trust me.”
Children who have been maltreated sometimes give up signalling their needs. Dozier says it is really important that the parent or caregiver find a way to indicate their availability even when the child acts as if he or she does not need it. In a recent email, Dozier stated, “For example, if a child banged his head and sat alone rubbing his head, the parent might say, ‘Oh honey, I’ll bet that hurts’ while she strokes him on the back.”
The gentle challenge is not a clever script; it is a way of building trust and a new way of relating. It often works better when the adult finds a way to do some of the heavy lifting.
“It isn’t easy to say sorry to someone you think is angry with you. What about if I do the talking and you just come along with me?”
“You told me when you are in your class, you need to use that kind of language because you feel threatened. But you are not in class today; you are on holiday, so why not give that kind of language a holiday?”
The gentle challenge often comes as the culmination of months or even years of building a relationship with a child or young person. It is based on an assumption that young people, despite being maltreated, have an underlying need for connectedness and coherence (1). I see it as a gift, a way of affirming a child as a human being. It asks children to re-imagine a world in which they can be loved and bring joy to others.
* The names of children used in this article have been changed.
1. Dozier M, Bates BC. Attachment state of mind and the treatment relationship. In Atkinson L, Goldberg S. (eds.) Attachment issues in psychopatholgy and intervention. London: Lawrence Erlbaum Associates; 2004. P. 167-180.
2. Bowlby J. Attachment and Loss: Volume 1 Attachment. London: PIMLICO; 1997.
First published as ‘The Gentle Challenge’ www.saia.org.uk/blog 2017
© 2017 David Woodier, Support Teacher, Inclusion Base, North Lanarkshire. Permission granted to reproduce for personal and educational use only. Copyright notice must remain intact.
Back to the Floor
The three visitors looked friendly, but what I thought would be an opportunity to showcase our work left us feeling we had been caught short.
Someone in headquarters decided it would be good for morale if the heads of education, social work, and health met with some of us who work directly with young people. The initiative was called ‘Back to the Floor.’
One of the three, dressed in a grey suit, asked me, “Why should my child’s education suffer because the teacher has to deal with the behaviour of a young person who is in foster care?”
I have heard the same kind of argument in many schools, sometimes expressed in different ways: “We can’t meet Johnny’s needs here.” In other words, Johnny ruins everyone else’s chance at a good education.
I tried to answer the man in the grey suit, “If I could take you to some of my schools, you would see that schools that are the most inclusive are best for all young people.” My words sounded unconvincing. I wasn’t prepared for his question, and I couldn’t back up my view with any evidence.
The inclusion of children who are looked after in mainstream education is often a contentious issue. Sometimes it is characterized by simplistic thinking1. “We can’t meet Johnny’s needs here” may be true, but is there really some magical other place where Johnny can be ‘fixed’?
Inclusion can also define and strengthen important values. When faced with the challenging behaviour of a looked after child in her school, one head teacher said, “I don’t want him to go to a special school. He needs the relationships he has with children here who don’t have attachment difficulties. He won’t have those role models in a special school. I am not going to exclude him.”
Inclusion can also create ambiguity. It can force teachers into an uncomfortable position, one in which we feel we have to chose between contradictory imperatives2:
Is my job to teach my subject or is teaching about helping children develop as individuals?
I am here to make sure the young person who wouldn’t say boo to a goose can learn, but what do I do when that young person is threatened by the child who acts out the effects of the neglect they have suffered at home?
Inclusion requires substantive change3; it challenges us to look at ourselves and to question the commitment to our values.
Can You Give Me One More Chance?
Successfully including young people who are looked after and who may have attachment difficulties in any kind of mainstream setting can be difficult. Paul was fourteen years old and had been signed up by his foster carer to go to summer camp. It soon became apparent that his carer was under a lot of stress. She said, “I told Paul if he gets sent home, the moment he comes through the door, I will put him in respite care. He has been excluded from school, and people have come to the house to say he is causing trouble in the community. His mum doesn’t even want to see him.” Paul probably felt being sent to camp was just another rejection. This looked far from promising.
I met Paul as he stepped off the bus and introduced him to his group. He seemed to take an almost instant liking to his group leader, an easygoing and energetic young man. I noticed after a couple of days they were rarely apart. However, Paul also mercilessly bullied another boy.
The head of the camp wanted to send Paul back home. “It's not fair on others in the group. He is ruining their week,” she said to me.
I pleaded for one more chance.
I took Paul aside. “We are going to do everything we can not to send you home, but you have to stop bullying. You are going to spend the rest of the day with me and help me clean the kitchens.”
After that Paul’s behaviour wasn’t perfect, but he stopped bullying. A couple of days before the end of the camp, I asked him about his birthday. “I see you have a birthday when you get home. Will you do anything special?”
“No one has ever done anything for my birthday,” he replied.
The next day, I was sitting at lunch on the table next to Paul. Without warning, the other young people came into the dinning room and sang “Happy Birthday” to him.
Paul looked like a deer caught in the brightness of a spotlight. I think he wanted to run away, but he couldn’t. About fifty young people surrounded him.
A year later, we had a call from his foster carer. She told us Paul had looked through the camp brochure until he found the same group of leaders and asked her to sign him up. She told us it had been a much better year at home.
Why did it work? It wasn’t just one thing that made a difference. His group leader had worked hard to build a relationship with Paul, and the head of the camp was willing to take a risk and give me one more chance to reach out to him. I believe Paul got the message that he was wanted there.
Paul contacted us again this year. He apologized and said he plans to spend the summer with the Army and cannot come to camp. Two years ago, when I first met Paul, he was an outcast, unclaimed and unwanted. Being included in that camp had transformed his life.
Excellent and Inclusive
Camp and school are very different, but some of the issues around inclusion are similar. Will other children suffer because of the behaviour of a child who is looked after? It is relationships that make the difference. Teachers who include children prioritize the importance of relationships in learning, and this benefits all the children in their class. In order to test my hypothesis, I interviewed a group of young people, a teacher, and a teaching assistant.
It had been a steep leading curve for Lewis’ teacher. The impulsive and often angry twelve year old, who had also struggled in his foster care placement was in trouble almost every week.
At the end of the year, I interviewed a group of Lewis’ peers. They all acknowledged their learning had been held back to some extent by their classmate’s challenging behaviours. However, they all had something positive to say about their school: “The work we produce is good and the staff are really friendly.” They also had no difficulty identifying the things they had accomplished. They all rated the relationships in their class as a 4 or 5 out of 5. One of the group commented on how her teacher had handled pupils’ behaviour problems: “She is good at it because she will sit down and have a calm chat with them and calm them down.”
The kinds of skills teachers and teaching assistants learn in order to support a young person with attachment difficulties seem to transfer readily to other children. Another teacher at the end of school year commented:
“I have been teaching for fourteen years. Callum has helped me more than any other child to think about my teaching.
“I have learned to make fewer assumptions about the behaviour of other children in my class. I used to think some behaviours were because a child was spoiled at home. I have learned they may have real issues and need my help.”
“One of my pupils was playing up for another teacher. I used Wondering Aloud, and I gave him some different options for what might be upsetting him. If I hadn’t used this approach, he would never have told me what was wrong.”
“We are rolling out some of these things across the school. Callum has raised the profile of how we handle emotions.”
A teaching assistant from another school wrote:
“I have been able to transfer the skills I have learned to help other children. For example, I noticed a change in another child's behaviour. He was getting upset and walking out of class. I asked the teacher if I could have some time with him. I used Wondering Aloud. I said I had noticed that he was spending a lot of time on his own and that he was distracted easily. I tentatively asked him if the class was too loud or maybe he had a lot on his mind. He said there was too much noise and that it was hard to concentrate. I tried to empathize with him. Later, this child told me he was worried about something happening at home.”
In these classrooms, the behaviour of the children who are looked after had some negative impact on the other children. However, the teachers and teaching assistant were able to use the skills they had learned to identify and respond with sensitivity to children who were struggling. It also seems that the other children in their classes recognize that despite some difficulties, the relationships in their class were very good. They were generally positive about their school and what they had learned.
Inclusion matters because young people who are looked after find the acceptance they need in order to overcome their sense of rejection and shame. And to answer the question from the man in the grey suit, I would be happy to see my own children in a classroom with the kind of teacher who values relationships, who understands young people’s needs, and who finds a way to support the learning of all young people.
* Under the provisions of the Children (Scotland) Act 1995, 'Looked After Children' are defined as those in the care of their local authority.
Features of Inclusive Schools 4
Keeping it Real: Where are you on the inclusion spectrum?
1. Learning Teaching Scotland. Focusing on Inclusion and the Education (Additional Support for Learning Act) (Scotland) Act 2004. Dundee: Learning Teaching Scotland; 2006. Available from: http://www.educationscotland.gov.uk/Images/FocusingOnInclusion_tcm4-342924.pdf [Accessed 16 August 2016].
2. Clark C, Dyson A, Millward A, Robson S. Theories of inclusion, theories of schools: deconstructing and reconstructing the 'inclusive school'. British Educational Research Journal. 1999; 25 (2): 157-177.
3. McLeskey J, Waldron N. Inclusive Schools in Action: Making Differences Ordinary. Alexandria VA: Association for Supervision and Curriculum Development; 2000.
4. Martyn R. The journey to excellence. Available from: http://www.journeytoexcellence.org.uk/videos/martynrouseinclusiveexcellentschools.asp [Accessed 16 August 2016].
First published within ‘Inclusion Makes Better Teachers’ www.saia.org.uk/blog September 2016
© 2016 David Woodier, Support Teacher, Inclusion Base, North Lanarkshire. Permission granted to reproduce for personal and educational use only. Copyright notice must remain intact.
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