Anonym (sköldmö) skrev 2025-08-19 22:26:11 följande:
Lågaffektivt bemötande ska användas mot vissa personer i vissa situationer. Det är inte en generell uppfostringsmetod.
Det är också helt värdelöst och verkningslöst om man inte vet vad man gör.
Precis som du är inne på, stämmer det också att metoden bygger på en del felaktiga slutsatser. Som att barn aldrig gör fel med flit. Helt vansinnig slutsats, personen kan aldrig ha träffat några barn.
Eller att man inte ska lägga ansvar på personen med beteendet. Också helt knas.
Men som sagt, metoden bygger helt på vissa specifika situationer. Det handlar om Lisa på LSS-boendet, som är så stressad att hon får ett utbrott och börjar kasta saker. Då stämmer det att det är viktigast att få Lisa lugn, så länge ingen skadas. Att se till att situationen inte eskalerar. Samt tänka förebyggande. Vad gjorde Lisa stressad? Kan det undvikas framöver? Det är också uppenbart att Lisa inte beter sig så med flit. Hon är arg och rädd. Man kan stoppa henne om man måste, men man kan inte lägga ansvaret på Lisa.
Att överföra detta synsätt till vanliga kaosungar i en skola, är dömt att misslyckas. Särskilt kaosungar i grupp.
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Lågaffektivt bemötande ska användas mot vissa personer i vissa situationer. Det är inte en generell uppfostringsmetod."
Jag tror inte det är det som är problemet,
auktoritativ är en generellt bra uppfostringsmetod men det är också en generellt bra uppfostringsmetod att anpassa uppfostringsmetoden efter individen man uppfostrar, det sistnämnda är självklarheter
Bo Hejlskov har själv lämpat en generelt dålig uppfostringsmetod på sina barn, curling, han hsr gjort någon knepig tolkning av forskning för att rättfärdigs det.
han verkar också ha svårt att förstå människor och verkar ha svårt att skilja på
auktoritativ och auktoritär uppfostran.
Det är möjligt att lågaffektivt bemötande i grunden har stöd i förskning men om man modifierar det med sin bristande förståelse för hur människor funkar så kommer det ju inte heller att fungera lika bra på de individer i de situationer som det tillämpades på i början.
Men som sagt, metoden bygger helt på vissa specifika situationer. Det handlar om Lisa på LSS-boendet, som är så stressad att hon får ett utbrott och börjar kasta saker. Då stämmer det att det är viktigast att få Lisa lugn, så länge ingen skadas. Att se till att situationen inte eskalerar. Samt tänka förebyggande. Vad gjorde Lisa stressad? Kan det undvikas framöver? Det är också uppenbart att Lisa inte beter sig så med flit. Hon är arg och rädd. Man kan stoppa henne om man måste, men man kan inte lägga ansvaret på Lisa.
Att överföra detta synsätt till vanliga kaosungar i en skola, är dömt att misslyckas. Särskilt kaosungar i grupp.
Jag tror du missade något i det du själv skrev
Du försökte lista ut varför lisa gjprde som hon gjprde, för att kunna göra det behöver man förstå individen lisa
Du försökte lösa det från två håll, försöka hantera själva situationen utan att det eskalerar i onödan och förebyggande, för att kunna göra det behöver man förstå individen lisa.
men jag är tveksam till det där med ansvar
hon rår inte för att hon känner som hon gör och behöver ett bättre sätt atr hamtera sina käslor på men att och börjar kasta saker är inte ok och är något hon behöver lära sej att ta ansvar för.
lisa är en autist som fick en meltdown?
om man curlar lisa så hon blir en borskämd skitunge utan ansvar får man räkna med att hon får en meltdown och börjar kasta saker när hon inte får som hon vill.
varför skulle det inte detta synsätt går att överföra till vanliga kaosungar om man anpassar det efter kaosungar? men om man inte förstår kaosungar kommer det inte att fungera, verkar brista lite för Bo Hejlskov här.
Ibland är skillnaden mellan en vanlig kaosunge och en kaosunge med ADHD diagnos att den ena har taskig koncentrationsförmåga eller fyller sent på året
Förebyggande...
Lågaffektivt bemötande kommer inte bara från de som jobbar med barn
men dessa barn går inte i vanliga skolor de går i special skolor med special utbildade där man har möjligheten att jobba förebyggande, i en vanlig skola har inte en vanlig lärare som har fullt upp med att försöka undervisa flera elever särskilt bra förutsättningar som gör det bättre med tiden, det är som att allt fokus läggs på konflikthantering som om det skulle lösa alla problem.
Har skummat lite i en bok av Andrew Mcdonnell, citerat och markerat lite
Utgå ifrån att ingen gör fel med flit 😂😂
Within the study of
human behavior, the Low Arousal Approach was developed by Professor Andrew McDonnell in the 1990s, and is now an internationally recognized model of behavior support. A
low arousal approach to managing behavior of concern or challenging behavior focuses on stress and well-being, as well as how care givers respond in moments of crisis. Arousal refers to physiological arousal (e.g. heart rate) in response to stress, as opposed to
sexual arousal. A low arousal approach to supporting individuals with additional needs aims to avoid confrontational situations and instead walk the
path of least resistance.
[1]
en.wikipedia.org/wiki/Low_arousal_approach
Managing Family Meltdown : The Low Arousal Approach and Autism
Linda Woodcock, Andrew Mcdonnell, Andrea Page
So what are the causes of distressed behaviour?
[...]
Schopler and Mesibov (1994) use the ?tip of the iceberg? approach, in that what we see above sea level is the aggression, self-injury or ritualistic behaviours, but it is what is below sea level that we need to tackle ? the causes of the visible behaviours (such as communication difficulties, lack of intuitive understanding, inability to predict or control their environment, sensory issues, etc.). By dealing with the causes rather than the behaviours themselves we will be far better able to effect change.
[...]
Most behaviours have a function; by this we mean they have a reason, such as:
* communication and interaction - to get someone to take notice of them
* sensation - it may meet a sensory or emotional need
* tangible benefit - to get something they want, food, drink, toy
* demand avoidance - refusal to co-operate
* social avoidance - to avoid social situations they do not feel able to participate in.
As parents we need to be able to work out what causes the behaviours if we are to manage them properly. This takes careful observation. Using a diary may help you pinpoint when, where and with whom behaviours occur. A widely used system is the ABC of behaviour
ABC stands for Antecedent, Behaviour and Consequence
Antecedent - This could be the setting (such as an environment where there is too much going on, or a setting where there is nothing of interest to your child?s attention, or a setting where they are not getting any attention from anybody, or there is something in the environment which is irritating them or somebody they dislike is present); an internal state (such as your child is in pain, or medication has affected their mood, hormones); or a specific event (such as being expected to join in the party games...the behaviour may then function as a means of escape; being required to do something they don?t want to do?again the behaviour may be used as a means of escape, having something taken away) which may have an influence on whether or not a particular behaviour happens immediately or shortly afterwards. Information should record the behaviour(s) immediately prior to the distressed behaviour happening. Variables such as who was present, and differences to routine, contextual information (such as a visit by a relative, change of school) that created an emotional upset should be included. Avoid making assumptions
Behaviour - This is the action or actions which you want to find an explanation for. Therefore it is important to describe the distressed behaviour as precisely as possible. Can you include information about the frequency, intensity or duration of your child?s behaviour? (In other words how long the behaviour lasted, how many times the behaviour occurred. The intensity of the behaviour should include detail such as did the behaviour cause bruising, break the skin.)
Daniel is taken to his cousin?s birthday party. When he arrives he runs into the utility room and sits on the floor. His mum tries to coax him out; he screams and bites his hand; his mum returns to the kitchen
Antecedent: What causes the behaviour Daniel?s mum tries to remove him from the utility room
Behaviour: What the individual does Daniel screams and bites his hand
Consequences: What happens as a result Mum withdraws
The function of this behaviour is social avoidance. Daniel has learned that if he screams and bites his hand his mum will withdraw. But we also have to ask why did he not want to be in the party? The probable cause was Daniel?s inability to cope with such a noisy, socially demanding environment. By not understanding that the party was too much for Daniel his mum has created a situation for Daniel to learn a negative behaviour
Antecedent: What causes the behaviour Alex was sitting watching TV in the front room. His sister Penny walks in and changes the channel to a programme she wants to watch.
Behaviour: What the individual does Alex got up and walked over to Penny and kicked her.
Consequences: What happens as a result Penny started to cry. Mum came into the room and told Penny to go and play in her room. Alex was left alone to watch TV.
The function of this behaviour is to be left alone and to be able to watch the TV programme that he wanted to watch. Alex has learned that if he kicks his sister his mum will take her out of the room
A lot of behaviours are learned and therefore they can in time, if necessary, become unlearned. But we also have to understand the demands we put on our children may sometimes be too much for them to handle. By putting them in situations they find distressing we may actually be forcing them to use negative behaviours as a reaction
Using the ABC approach it may be possible to identify that if a distressed behaviour occurs as a result of a particular antecedent or consequence, the distressed behaviour can be decreased by changing those influences. This approach therefore aims to increase appropriate behaviours by using antecedents and consequences which make them more likely to occur again and by reinforcing consequences which make the appropriate behaviour more likely to occur again. This approach therefore aims to decrease inappropriate or distressed behaviours by using your knowledge of the antecedents and/or consequences to make the behaviour less likely to occur again
[...]
Changing behaviours
Many parents come to us asking us for help in changing the behaviours that they see as unacceptable in their children. But do all distressed behaviours need to be fixed? What if some of those behaviours are so crucial to the individual that by trying to suppress them we may actually be making the behaviours worse? We also personally feel that it shows a lack of respect for the individual with autism if we do not acknowledge just how important some behaviours are to them.
Changing behaviour is often time consuming and difficult with quite frankly limited results. We also attempt to change behaviours before we have even learned to manage them. If we take those behaviours labelled as obsessions or ritualistic or self-stimulating, for instance, they may serve a purpose either in maintaining equilibrium or making the world predictable for them. Spinning and rocking has always been seen as a behaviour to eradicate. Well, actually when Linda sees her son in the swimming pool spinning in the water with an ecstatic look on his face she thinks why would she want to stop that? It is far better to make the behaviours manageable for all concerned
Christopher had an obsession with drinking straws, the ones with the bendy bit at the top; he went through dozens every day and would then post them. Linda and her husband found them under furniture, behind radiators, stuffed in the air conditioning vents in the car, in the video player, stuffed down the overflow in the sink and even in the toilet cistern! Linda?s strategy was to put them out of sight and try and limit them. She felt torn as she didn?t want to not give them to him as she could see they served a very important purpose in that by twizzling the straw in front of his eyes Christopher enjoyed the visual stimulus and the constant twizzling seemed to calm him down when he was anxious. Linda became the keeper of the straws and Christopher became more and more agitated when Linda wasn?t quick enough in getting them from the cupboard often leading to him lashing out at her. Eventually she realized that because of his autism he needed to visually see that there was always a straw available when he might need it so Linda and her husband purchased a straw dispenser where you lift the lid and the straws pop up. They placed it on the work top and pointed it out to Christopher. He emptied it in a few seconds and so they refilled it. They continued to do this all day as he pulled them out in a frenzy. By the second day he had slowed down as it began to dawn on him that the straws were always going to be there when he needed them. By the end of the week he was down to 8?10 straws a day. Not only was the straw situation much more manageable but he had also learned self-regulation. They had managed the behaviour, not changed it.
