the masks of manipulation - school mental health

The Masks of Manipulation

Trashy Tricks 5-Step Method to Stop Manipulation

10/11/18 Advancing School Mental Health Conference

Presentation Overview

Defining psychological manipulationSocial Emotional Learning & manipulation Requirements for successful manipulationMethods of manipulationMeasuring manipulative behaviorFactor AnalysisConclusions


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!


The Problem with Manipulation

Relational abuse

Bullying (cyber)

Mind games

Gas-lighting

Peer Pressure

Damages relationships

Distrust10/11/18 Advancing School Mental Health Conference

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.


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.


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


Requirements for successful manipulation

Manipulator Manipulatee


Recognize Manipulation

The Trashy Tricks, a unique visual aid that depicts illustrations of 14 animated charactersacting out manipulativebehavior


Measuring Manipulation with the Trashy Tricks


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


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


Matching the Illustration to the LabelLABELSPut-downs

Excluding Charming

Excuses Ignoring

Faking Blaming Tantrums Bossy ThreatsPouting Drama Whiny Sneaky


Examining Internal

StructureTrashy Tricks Rating Scale


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


EFA & CFA: ZERO-ORDER

CORRELATIONS & BASIC

DESCRIPTIVES


Conclusions


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


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


REFERENCES


• 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.


Questions or Further Clarification

RESEARCH STUDY CONTACT:

Shelley R. [email protected]

530-898-5919

PROGRAMS OR INTERVENTIONS CONTACT:

Pamela [email protected]


mailto:[email protected]

mailto:[email protected]

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