The Masks of Manipulation
Trashy Tricks 5-Step Method to Stop Manipulation
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Presentation Overview
Defining psychological manipulationSocial Emotional Learning & manipulation Requirements for successful manipulationMethods of manipulationMeasuring manipulative behaviorFactor AnalysisConclusions
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Defining Psychological Manipulation1. Wikipedia 2. SEL for Prevention
1. Psychological manipulation is a type of social influence that aims to change the behavior or perception of others through abusive, deceptive, or underhanded tactics. By advancing the interests of the manipulator, often at another's expense, such methods could be considered exploitative, abusive, devious, and deceptive.
2. SEL for Prevention defines manipulation as the behavior an individual employs to get their own way!
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The Problem with Manipulation
Relational abuse
Bullying (cyber)
Mind games
Gas-lighting
Peer Pressure
Damages relationships
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Why Teach Children about Manipulation?
Manipulation crosses emotional boundaries
in relationships. It involves coercion,
deception, and breaking others’ trust (King, 2013).
When collaborating in the workforce, or in
school, manipulation leads to less open
communication and cooperation, as well as other lower levels of problem-solving and
creativity (Cropanzano & Rupp, 2009; Krause,
2004).
Manipulation can become destructive in
relationships because it creates an imbalance of
power and a lack of trust.
Peer pressure, relationship violence, sexual molestation,
cyber-bullying are all negative manipulative
behaviors.
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Camp MakeBelieve Kids & Step Up Curriculum
Each of the 8 Steps of the curricula builds knowledge, skills and strategies.Step 6 teaches students to recognize, label and neutralize manipulation with unique visual tools and games.
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Stopping Manipulation Strategy Aligns with CASEL’s 5-Core Constructs
Self-Awareness Social-awareness Self-management Problem solving Relationship SkillsSelf-rating scale to assess own manipulative behavior
Recognize when others are using manipulation and label behaviors accordingly
Learn alternate ways to get own needs met that are fair
Choose a strategy that promotes a healthy response rather than a destructive response when observing manipulation in others
Healthy friendships depend on honesty and fairness
Develop goal and measure success to decrease own participation in negative manipulative behavior
Recognize subtle types of bullying behavior and peer pressure and choose a healthy response
Recognize behaviors that are destructive to personal long-term success
Learn to neutralize manipulation while it is happening
AssertiveAccountableEffective CommunicationPersonal Power
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Requirements for successful manipulation
Manipulator Manipulatee
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Recognize Manipulation
The Trashy Tricks, a unique visual aid that depicts illustrations of 14 animated charactersacting out manipulativebehavior
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Measuring Manipulation with the Trashy Tricks
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The Current Study
• Sample• N=511• Age range from 9 to 15 years-old with
mean age• 47.1% male• 45.5% Caucasian
• Different subsamples used for different analyses
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Trashy Tricks Rating Scale (TTRS)
Student Self-report of how often engage in these
behaviors
Likert-type scale
CMB: 1 (never) – 3 (every day) (SEL for Prevention,
2008)
STEP UP: 1 (never) – 5 (every day) (SEL for Prevention, 2013)
Part 1 = visuals
Part 2 = narrative
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Matching the Illustration to the LabelLABELSPut-downs
Excluding Charming
Excuses Ignoring
Faking Blaming Tantrums Bossy ThreatsPouting Drama Whiny Sneaky
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Examining Internal
StructureTrashy Tricks Rating Scale
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The Current Study
• Exploratory Factor Analysis (EFA)• Confirmatory Factor Analysis (CFA)• Internal Consistency Reliability
Examining the Internal
Structure
• Correlations (TTRS Part 1)• TTRS Part 2• Social Emotional Assets and Resilience
Scales (SEARS; Merrell, 2011)• Illinois Bullying Scale (IBS; Espelage & Holt,
2001)• Child & Adolescent Mindfulness Measure
(CAMM; Greco, Baer & Smith, 2011)
Preliminary External
Validation
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EFA & CFA: ZERO-ORDER
CORRELATIONS & BASIC
DESCRIPTIVES
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Conclusions
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Uncovering the Mask of Manipulation
In order for manipulation to take place there must be a manipulator (the person doing the behavior) and a manipulatee (the person falling for the behavior)
When we manipulate others, we are almost wearing an invisible mask, or a veil, that hides the true intent of the behavior.
Manipulation is often covert, so the person manipulating may seem sincere with words and facial expression
Manipulation, like trickery, is an indirect and dishonest way to change a situation to suit one’s own needs
Nobody wants to get tricked. Once the trick is out of the bag, the trick loses it’s power to influence
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Benefits for Learning the Trashy Tricks
Decrease in student:
BullyingPeer PressureCheatingExcusesEntitlementDramaImmature behaviorPassive participationDisruptions
Increase in student:
AccountabilityRecognition of methods of manipulationEffective communicationSelf-awareness of own negative behaviorSaying ‘no’ to peer pressureRe-channeling frustrationConfidence in taking a stand against bullying behaviorLeadershipAbility to find solutionsUnderstanding motives to manipulation
Teachers appreciate improved:
Self-regulationClassroom managementFocusing on lessonsPositive attitude
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REFERENCES
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• Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. doi: 10.1300/J135v02n02_08
• Kellam, S. G., et al. (2011). The Good Behavior Game and the Future of Prevention and Treatment. Addiction Science & Clinical Practice, 3(1): 73 – 84.
• Kitson, Tyler J. PAX Quiet: The Future of Smooth and Successful Classroom Transitions. University of Kansas, Lawrence, KS
• Orpinas, P. & Home, A. M. (2004). A Teacher-Focused Approach to Prevent and Reduce Students' Aggressive Behavior: A GREAT Teacher Program. Journal of Preventative Medicine, 26(1): 29 -38.
• Schunk, D. H. (2008). Metacognition, Self-Regulation, and Self-Regulatory Learning: Research Recommendations. Educational Psychology Review, 20(4): 463 – 467.
• Snowman, J. & McCown, R. (2012). Psychology Applied to Teaching (13th ed.). Wadsworth, CA: Wadsworth Cengage Learning.
• Troop-Gordon, W. & Ladd, G. (2013). Teachers’ Victimization-Related Beliefs and Strategies: Associations with Students’ Aggressive Behavior and Peer
• Victimization. Journal of Abnormal Child Psychology, 43 (1): 45 – 60.
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Questions or Further Clarification
RESEARCH STUDY CONTACT:
Shelley R. [email protected]
530-898-5919
PROGRAMS OR INTERVENTIONS CONTACT:
Pamela [email protected]
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