Overprotection:
Its Effects & Implications for
Blind Students & Their Service
Providers
Ralph Cioffi, M.A. (CAOMS/TVI)
Lisa Okikawa, M.A. (TVI)
1
THE IMPORTANCE OF EFFECTIVE LEADERSHIP
‣ Effective leadership sets the stage for the development
of ability.
‣ Overprotection cannot thrive in the presence of the
insightful recognition of ability.
2
EFFECTIVE LEADERSHIP REQUIRES:
‣the recognition of the need for your student’s level of internal
trust to grow.
‣ the ability to understand & take the necessary steps to make it
happen.
‣ the ability to envision what you want to happen for your student.
‣ an understanding that who you are as a person when working
with a child has a direct and critical effect on them.
‣ it is less about what you do, but rather who you are and how
you relate to that child/how the child can relate to you.
3
HOW DO YOU GET TO YOUR GOAL?
‣ The quality of your presence will affect the child you are
working with and in turn, the larger world.
‣ Personal validation on multiple levels is a by-product passed
onto a child by your presence.
‣Healthy living requires an internal trust for what we wish to
create.
4
A good portion of the levels of personal
inadequacies that most of our students
exhibit are created simply because of the lack
of effective leadership...
...resulting in needless anxiety, fearfulness
and dependence-based behaviors, on the part
of the student.
5
HOW ANXIETY CAN SABOTAGE
THE OUTCOME FOR OUR STUDENTS
ANXIETY: (n) \aŋ-ˈzī-ə-tē\*
1.
a: painful or apprehensive uneasiness of mind usually over an
impending or anticipated ill.
b: fearful concern or interest.
2. an abnormal and overwhelming sense of apprehension and fear
often marked by physiological signs (as sweating, tension, and
increased pulse), by doubt concerning the reality and nature of the
threat, and by self-doubt about one's capacity to cope with it.
*Merriam-Webster Dictionary
6
HOW ANXIETY CAN SABOTAGE
THE OUTCOME FOR OUR STUDENTS
‣ How does anxiety affect a situation?
‣ How can anxiety change the energy dynamic between two or
more people?
‣ Do you believe the way you feel can be felt by others?
‣ How has anxiety affected you in making a decision or carrying
through a task?
‣ What effects do you think an adult’s anxiety has on the students
you are working with?
7
EXAMPLES OF OVERPROTECTION:
TVI’S OBSERVATIONS FROM A PROGRAM LEVEL
‣ The braille assistants/aides are highly valuable members of the VI
team.
‣
They are with students nearly all day, everyday.
‣
We rely on braille aides to help implement the curriculum in
our absence.
‣ A weak braille aide is ineffective & can thwart student success
‣
strong braille aide + classroom teacher = success
‣
strong braille aide + TVI = success
‣
strong braille aide + ALL VI students = success
8
A TVI’s OBSERVATIONS FROM
A PROGRAM LEVEL: CASE STUDY
Braille Aide “A”
Braille Aide “B”
worked with more impressionable students
worked with more self-sufficient students
Attributes:
‣stifled & over-controlled students
‣resistant to change/TVI’s directive
‣ not a “team player”
‣ favored typically intelligent over the
multiply disabled students
Attributes:
‣ believed in self sufficiency in students
‣ amenable to directive from TVI/O&M
‣ did not favor one “type” of student
over another.
‣ encouraged students’ independence
As a result, this aide was more
effective in working with:
‣ TVI
‣Classroom teachers
‣Multiply disabled students
‣Typically intelligent students
As a result, this aide was more ineffective
in working with:
‣TVI
‣Classroom teachers
‣Multiply disabled students
‣Typically intelligent students
9
A TVI’s OBSERVATIONS FROM A PROGRAM LEVEL
CASE STUDY - RESULT
‣ Students’ performance accelerated.
‣ Students’ negative behavior decreased.
‣ Students were able to begin exploring idea of independence.
‣ Students felt more relaxed & willing to ask questions.
‣ Students were no longer waiting to be told what to do & when.
‣ If student success (academically & functionally) is the intent,
ensure you are giving them every opportunity to triumph.
‣ Remove the variable that is not working.
10
OVERPROTECTION: AN O&M CASE STUDY
FROM A SCHOOL-WIDE LEVEL
‣ Student “A”
‣ cane traveler
‣ was able to get to her class on her own.
‣ Student “B” (a multi-handicapped student)
‣ possessed an unused electric wheelchair at home.
‣ O&M was confident he could use it effectively in school
‣ parent was afraid to let him use it.
‣ Curiosity about his world increased.
11
OVERPROTECTION: AN O&M CASE STUDY
FROM A SCHOOL-WIDE LEVEL
‣ Student “C”
‣ afraid to leave school campus because he believed the world was
a “dangerous place.”
‣ Student “D”
‣ attended private school.
‣ was shown how to put on jacket and gather her belongings for
end of the day.
‣ relied on her teacher to do everything for her.
‣ parent, principal, teachers met with O&M to discuss how to rectify
this situation.
12
RAISING AWARENESS
‣ On a school-wide level.
‣ On an individual student level.
‣ Students must experience consequences in order to learn.
‣ On a program-based level.
‣ Consistent and open communication is key.
‣ In order to remove the “pity factor” and help promote
independence, the entire VI team must understand & be willing
to carry out actions based on the individual needs of the
student.
13
IT’S OK TO HAVE A VOICE!
STUDENTS MUST...
‣ Learn that speaking up for themselves does not mean being
disrespectful.
‣ Be given opportunities to learn how to be independent while
also learning how to create pathways towards future
independence.
‣ Learn empathy - it is important to pay attention to &
understand others.
14
FROM WORRY TO SERENITY...
Anxiety
Fear
Calmness
Meaning:
Nervousness
Terror
Worry
Dream
Be Afraid Of
Serenity
Synonyms:
Worry
Concern
Unease
Apprehension
Disquiet
Fretfulness
Angst
Fear
Dread
Anxiety
Horror
Distress
Fright
Panic
Alarm
Trepidation
Apprehension
Serenity
Stillness
Peacefulness
Coolness
Calm
Tranquility
Composure
Antonyms:
Calmness
Reassurance
Assurance
Restless
Agitation
15
Q&A
‣
Look at a situation that isn’t working for the student or
staff.
‣
Identify the problem in order to fix it. How can you
change it on order to make it work?
‣
How do you move past emotional dissonance to create
a fully functional student?
16
How can you most effectively help blind & visually
impaired students acquire functional skill
independence and social appropriateness in life?
Come to our encore presentation (#905 on Sunday @
8:00 a.m.) to learn about some of these practical and
philosophical approaches to acquiring life skills:
“Bringing Life Skills to Life,
During the School Day!”
17
Questions, Comments?
Lisa Okikawa
[email protected]
twitter: @okikokee
or
Ralph Cioffi
[email protected]
18