This Workshop is on a BC Professional Development Day
Friday, October 25, 2019 | Richmond, bc
This Workshop is on a BC Professional Development Day
Friday, October 25, 2019 – Friday, October 25, 2019
9:00am – 4:00pm
Executive Airport Plaza Hotel Richmond
7311 Westminster Hwy
Richmond, BC V6X 1A3
Once we understand how bullies are made, our attempts to unmake them can be truly effective and long-lasting. Most prevailing approaches to this problem assume that bullying is either learned behaviour or the result of failure to acquire social skills. In contrast, Dr. Neufeld dissects the bully syndrome to reveal its deep instinctive roots in the dynamics of attachment and vulnerability.
The Bully Enigma
Most attempts to change bullies, or even to teach them a lesson, are not only futile but counterproductive. The reason for this is that most interventions are blind, devoid of an understanding of what makes a bully in the first place. Part of the problem is that the bully is an enigma. There are at least three reasons for this. First of all, very few bullies would identify themselves as such or confess to the act. Secondly, bullies lack self-reflection and so cannot tell us about themselves. Thirdly, the violating nature of the bully’s behaviour distracts from the salient issues and underlying dynamics. The symptoms are social but the dysfunction is psychological. The arena of violation is in children`s relating to each other but the genesis of the problem is in relationship to adults. The demeanor is one of toughness yet the sensitivity to slight is acute. The behaviour is pushy and demanding yet the personality is highly dependent and immature. Unless we can shed some light into the internal workings of the bully, our interventions will inevitably be off base.
The Bully Syndrome
The key to making sense of the bully is not in what the bully does, but rather in what is missing in the bully. When one gets past the violating behaviour to the underlying functioning, gaping holes become apparent. Firstly, the bully lacks a sense of responsibility. There are usually two reasons for this deficiency: a) a lack of an underlying sense of agency or b) the child is too defended against vulnerability to feel responsible. Both appear to be true in the bully. To spend effort trying to make the bully accountable does little to change this state of affairs and only convinces the bully that adults are against him or her, which hardens the bully even further. If the bully was capable of feeling responsible, he or she would not be a bully in the first place.
Secondly, the bully lacks adaptive functioning. The bully cannot deal with change and therefore seeks the familiar. The bully does not learn from mistakes, benefit from negative experience, or change as a result of failure. Bullies are neither resourceful nor resilient. Adults who are unaware of this dysfunction will inevitably insist on upping the ante: applying more consequences, teaching a lesson they hope the bully will never forget. If the child was adaptive, he or she would not be a bully in first place. Consequences work wonders for those who can feel the futility of a course of action. On the other hand, consequences only enrage and provoke those who cannot .
Thirdly, the bully lacks integrative functioning. Not only do bullies fail to mix well with others, at least not without someone having to do the accommodating to keep the peace, but they lack mixed feelings. That is the reason they are so untempered in experience and expression. They are impulsive, compulsive, rigid, brazen, dogmatic in their personality and inconsiderate and insensitive in their relating. This deficiency cannot be cured by training in social skills or by confronting the lack of empathy. This integrative dysfunction is deeply rooted in psychological immaturity. Unless these kids become unstuck they will remain untempered for life. If they remain untempered, they are also more likely to be uncivilized unless their behaviour can be orchestrated by someone they can look up to.
In addition to this lack of normal functioning, the bully does not properly depend upon those responsible for him or her and does not experience life in a vulnerable way. These missing elements when properly understood, tell the story of the bully and explains much of their personality and behaviour. When such children are mixed with others, bullying is bound to occur.
How Bullies are Born
The bully syndrome is the offspring of the union of two deep-seated problems. Each of the problems are fairly common and do not, in isolation, result in bullying. It is the combination of these problems that gives rise to the bully syndrome. One of the deep-seated problems is disordered attachments. Instead of seeking to depend upon those responsible for him or her, the bully seeks to dominate. This aberrant attachment pattern can be caused by a number of conditions that will be outlined in the course.
The second problem is one of emotional hardening or desensitization. Somewhere along the line, the sensitivities of a bully-in-the-making have become overwhelmed. The result is a child defended against the feelings of vulnerability and often perceptions that would lead to feeling vulnerable. There are a number of reasons this can happen, some within, but many outside, a parent`s control. A child who is defended against his own wounds is not likely to be sensitive to the wounds of others. Besides, when a child is too defended against vulnerability for ‘mad’ to turn to ‘sad’, frustration turns foul and leaves the child with a mean streak. Adding frustration to the equation in such a child only pours gasoline on the fire and puts others at risk for getting hurt.
How Bullies Are Unmade
Attempting to treat a bully without addressing the contributing conditions is at best ineffective and, most often, counterproductive. Key to the bullies unmaking is proper attachment hierarchy and a tolerance of felt vulnerability. Strategies are presented that are grounded in understanding and that can be applied in a wide range of settings.
Genesis of the Material
The experiential root of this material was working with young offenders. In the prison system, everyone tends to be a bully or a victim or both. Once the mystery was unravelled, the bully syndrome became readily recognizable in other populations and settings and in children as early as toddlerhood and the preschool stage.
The conceptual roots of the material are in an understanding of the dynamics of attachment, vulnerability and psychological immaturity. These three keys unlock the mystery of bullying and reveal how bullies are created. These dynamics also point the way to change and the unmaking of a bully.
The didactic roots of this material were in the desperate requests of educators for something with a bit more depth and psychological accountability than what is usually offered.
THE BULLY’S VULNERABILITY PROBLEM
THE BULLY’S ATTACHMENT PROBLEM
CHALLENGES IN THE UNMAKING OF BULLIES
The primary objective of this course is to make sense of the bully from inside out, and from this foundation of insight, prepare the way for change.
Course objectives include:
This course will help shed light on:
Dr. Gordon Neufeld is a Vancouver-based developmental psychologist with over 45 years of experience with children and youth and those responsible for them. A foremost authority on child development, Dr. Neufeld is an international speaker, a bestselling author (Hold On To Your Kids) and a leading interpreter of the developmental paradigm. Dr. Neufeld has a widespread reputation for making sense of complex problems and for opening doors for change. While formerly involved in university teaching and private practice, he now devotes his time to teaching and training others, including educators and helping professionals. His Neufeld Institute is now a world-wide charitable organization devoted to applying developmental science to the task of raising children. Dr. Neufeld appears regularly on radio and television. He is a father of five and a grandfather to six.
“I have no words to express my appreciation to Gordon Neufeld and to Hirose for bringing this valuable, life-changing information. The material taught resonates professionally and personally too. Thank you!”
– Aliza Terris | Oakville, ON | May 15-17, 2017
“Fantastic presentation, informative and valuable for me personally and professionally. Gordon is brilliant and engaging. Very happy to have attended today.”
– Mike Van de Hengel | Oakville, ON | May 15-17, 2017
“Helped me gain more knowledge about my students, the people around me and myself.”
– Carmen Azzopardi | Oakville, ON | May 15-17, 2017
“Thank you, and yes, you are changing the world. Maybe not as fast as you want, but you changed my world this week, and you can be sure that I will be using what I’ve learned to change the lives of many others!”
– Stephanie John | Oakville, ON | May 15-17, 2017
“This was a wonderful workshop, presented with clarity, simplicity and yet, good depth for awareness and understanding. I felt so encouraged by Dr. Neufeld’s way of cutting through the mental health rhetoric and greatly empowered by his focus on relational and instinctive approaches. Thank you!”
– Vancouver, BC | Feb 27-March 1, 2017
More information: www.neufeldinstitute.org
Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.
7311 Westminster Hwy
Richmond, BC V6X 1A3
For reservations, guests may call locally at 604-278-5555 or toll free at 1-800-663-2878 by mentioning the group name “Jack Hirose & Associates” or the group codes as follows:
Oct 23 – 25 … Event ID 81102
Nov 13 – 15 … Event ID 79484
Nov 25 – 26 … Event ID 79486
Nov 27 – 29 … Event ID 81272
Dec 2 – 4 … Event ID 83736
Room Type & Prices
Plaza / Courtyard Room- a queen bed or 2 double beds, mini-fridge
One-bedroom Condo Suite – a queen bed in master bedroom and a pullout sofa bed in living room, with full kitchen and in-room washer/dryer
October 23 – 25
Plaza – $189
Condo – $209
Plaza – $149
Condo – $179
December 2 – 4
Plaza – $159
Condo – $189
*please note, room reservations are subject to availability*
When booking hotel rooms, ask for the Jack Hirose and Associates corporate rate. To receive our corporate rate, rooms must be booked one month prior to the workshop date. Please keep in mind hotel rates may fluctuate.
|Registration||Early bird Fee||Regular Fee|
|MAKING SENSE OF AGGRESSION|
|BULLIES: THEIR MAKING & UNMAKING|
|3 Day Option: Attend Both Dr. Neufeld workshops and SAVE!|
All fees are in Canadian dollars ($CAD).
Fees do not include applicable taxes (5% GST).
Early bird cutoff date: October 11, 2019
To receive the early bird rate, registration and payment must be received by Friday, October 11, 2019.
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