The Masks of Manipulation
Trashy Tricks 5-Step Method to Stop Manipulation
10/11/18 Advancing School Mental Health Conference Defining psychological manipulation Social Emotional Learning & manipulation Presentation Requirements for successful manipulation Methods of manipulation Overview Measuring manipulative behavior Factor Analysis Conclusions
10/11/18 Advancing School Mental Health Conference Defining Psychological Manipulation
1. 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!
10/11/18 Advancing School Mental Health Conference Relational abuse Bullying (cyber) Mind games The Problem with Gas-lighting Manipulation Peer Pressure Damages relationships Distrust
10/11/18 Advancing School Mental Health Conference When collaborating in the workforce, or in school, manipulation Manipulation crosses leads to less open emotional boundaries communication and in relationships. It cooperation, as well as involves coercion, other lower levels of deception, and breaking problem-solving and others’ trust (King, 2013). creativity (Cropanzano & Rupp, 2009; Krause, Why Teach 2004). Children about Manipulation? Peer pressure, Manipulation can relationship violence, become destructive in sexual molestation, relationships because it cyber-bullying are all creates an imbalance of negative manipulative power and a lack of trust. behaviors.
10/11/18 Advancing School Mental Health Conference 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.
10/11/18 Advancing School Mental Health Conference Stopping Manipulation Strategy Aligns with CASEL’s 5-Core Constructs
Self-Awareness Social-awareness Self-management Problem solving Relationship Skills Self-rating scale to Recognize when Learn alternate ways Choose a strategy Healthy friendships assess own others are using to get own needs that promotes a depend on honesty manipulative manipulation and met that are fair healthy response and fairness behavior label behaviors rather than a accordingly destructive response when observing manipulation in others Develop goal and Recognize subtle Recognize behaviors Learn to neutralize Assertive measure success to types of bullying that are destructive manipulation while Accountable decrease own behavior and peer to personal long- it is happening Effective participation in pressure and choose term success Communication negative a healthy response Personal Power manipulative behavior
10/11/18 Advancing School Mental Health Conference Requirements for successful Manipulator Manipulatee manipulation
10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference Recognize Manipulation
The Trashy Tricks, a unique visual aid that depicts illustrations of 14 animated characters acting out manipulative behavior
10/11/18 Advancing School Mental Health Conference Measuring Manipulation with the Trashy Tricks
10/11/18 Advancing School Mental Health Conference • Sample • N=511 • Age range from 9 to 15 years-old with mean age The Current • 47.1% male Study • 45.5% Caucasian • Different subsamples used for different analyses
10/11/18 Advancing School Mental Health Conference Student Self-report of how often engage in these behaviors CMB: 1 (never) – 3 (every day) (SEL for Prevention, 2008) Likert-type scale Trashy Tricks STEP UP: 1 (never) – 5 (every day) (SEL for Rating Scale Prevention, 2013) (TTRS) Part 1 = visuals
Part 2 = narrative
10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference Matching the Illustration to the
LABELSLabel Put- Excluding Charmin Excuses Ignoring downs g Faking Blaming Tantrums Bossy Threats Pouting Drama Whiny Sneaky
10/11/18 Advancing School Mental Health Conference Examining Internal Structure Trashy Tricks Rating Scale
10/11/18 Advancing School Mental Health Conference Examining • Exploratory Factor Analysis (EFA) the Internal • Confirmatory Factor Analysis (CFA) Structure • Internal Consistency Reliability The Current Study • Correlations (TTRS Part 1) • TTRS Part 2 Preliminary • Social Emotional Assets and Resilience Scales (SEARS; Merrell, 2011) External • Illinois Bullying Scale (IBS; Espelage & Holt, 2001) Validation • Child & Adolescent Mindfulness Measure (CAMM; Greco, Baer & Smith, 2011)
10/11/18 Advancing School Mental Health Conference EFA & CFA: ZERO-ORDER CORRELATIONS & BASIC DESCRIPTIVES
10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference 10/11/18 Advancing School Mental Health Conference Conclusions
10/11/18 Advancing School Mental Health Conference 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 Uncovering behavior. Manipulation is often covert, so the person manipulating the Mask of may seem sincere with words and facial expression Manipulation 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
10/11/18 Advancing School Mental Health Conference Teachers appreciate Decrease in student: Increase in student: improved:
Bullying Accountability Self-regulation Peer Pressure Recognition of methods of Classroom management Cheating manipulation Focusing on lessons Benefits for Effective communication Excuses Positive attitude Entitlement Self-awareness of own negative behavior Drama Learning the Saying ‘no’ to peer pressure Immature behavior Re-channeling frustration Passive participation Confidence in taking a stand Trashy Tricks Disruptions against bullying behavior Leadership Ability to find solutions Understanding motives to manipulation
10/11/18 Advancing School Mental Health Conference REFERENCES
10/11/18 Advancing School Mental Health Conference • 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.
10/11/18 Advancing School Mental Health Conference RESEARCH STUDY CONTACT: PROGRAMS OR Questions or INTERVENTIONS CONTACT: Shelley R. Hart Further [email protected] Pamela Goldberg [email protected] 530-898-5919 Clarification m702-505-3668
10/11/18 Advancing School Mental Health Conference