Table of Contents Principals and Practices
Taking Over the Problem- Embraces the Problem and holds it in a way that allows for greater perspective, options, and humor.
Give a new perspective on the problem (third person perspective)
Make the problem impersonal.
Hakomi [explain the Hakomi principal of 'Taking Over'].
As we make it increasingly clear what the 'lines', and expectations are, students will go over these line. The question is how to respond to students who are over the line in a way that is meaningful, productive and builds positive relationships.
In the group various problems, conflicts and dynamics will inevitably arise.
It is easy to get locked into a power struggle-
Students who are demonstrating problem behaviors often react with shame, and avoidance if they are being directly corrected.
Also some students recognize that they can get additional attention by acting out.
They can get used to discipline that is Celebrating Negative Behavior.
'Take over the Problem' can be used to address a behavior that will probably happen- such as: - calling a 'stop' and someone continues to play. - someone will speak out and interrupt someone who is talking. '
Take over the Problem' can be used as a particular behavior or dynamic is happening. (someone is going to go out side the line)-
'Taking over the Problem' can be used to address and process a behavior that has previously happened, such as, someone insulted someone, someone wouldn't share.
Rather than going after the person who broke a rule directly, the leader and the assistant can enact the 'scene' using puppets.
For example- two students fight over a seat. This creates a lot or ruckus, uses time and leaves folks frustrated. The leader could focus on lecturing these students or simply 'resetting them', or kicking them out of class. Instead with 'Take over the Problem' leader says- "let's watch this little drama". The leader take out the puppets-
It is useful to not directly address the students who were directly involved in the 'incident', but rather just focus on the scene played out by the puppets.
Note: I have a several puppets.
"There one big drum, Dragon and Cow both want it." Dragon and Cow start pushing each other and fighting for the chair. They physically push and scrapple with each other, maybe even say things about each other- "It's my chair", "you are being a jerk." "You always have to steal everything." "I can't win. I hate everybody"
The puppets have "taken over the problem" that the students were 'acting out' and instead 'enacted it'.
To group, "What do you think about how the puppet handled this situation?""
"What were they doing?"- How did those actions work out?
"What are the benefits?"
"What are the consequences and effects to everyone involved?"
"What could be done differently?"
And this is the magical step, "Can you show dragon and cow how to do this better?"
This does several things: It gives the students perspective. They can see the dynamic as something outside of themselves. It gives a chance to have a richer discussion that is not so directly hitting the ego of the students.
"Taking over the problem" makes it not about who they are, but it makes it about the behavior, and dynamics.
Some students get a lot of energy, attention and 'Celebrating their Negative Behavior' for their 'acting out'. Having the leader enact the scene steals the thunder of this acting out. The message is just because you are not behaving well doesn't earn you center stage in this class, cooperating does.
Safety- by address issues indirectly and not publicly shaming anyone.
Safety- by being able to address the limits and rules of the class.
Novelty- addressing 'hot issues', getting to talk about behaviors that often aren't talked about
Growth- learning new ways to behave.
Contribution- by learning to have and show more empathy for others.
Hakomi Theory - Ron Kurtz -
Nurtured Heart Approach - Howard Glasser
Playback Theater - Jonathan Fox
[Studies on perspective]
Responding To Fear Anger And Shame