Psychology
in
lhe
Schools
Volume
23,
January
1986
THE USE
OF
PARADOXICAL INTENTION WITH
OPPOSITIONAL BEHAVIOR IN THE CLASSROOM
JACOB
EDWARD
BROWN
Calgary Board
of
Education
Time-out procedures often seem to be overused by teachers and tend to emphasize
a
linear view
of
problem behavior. Paradoxical strategies appear to provide
a
change
in the dynamics of the teacher-child relationship and are thus
a
more systemic way
of viewing the behavior. Three case studies are presented where the paradoxical
strategies have varying degrees of success. The cases are discussed in terms
of
the
critical aspects of the approach, as demonstrated in the case studies.
Teachers are frequently searching for new techniques for handling behavioral
difficulties in children at school.
To
this end, a range of behavior modification tech-
niques have been applied to the classroom setting in the past. One of the valuable out-
comes
of
the emphasis
on
behavior modification applications is that teachers were
sensitized to the use of positive reinforcement. One of the other outcomes was that
teachers became familiar with time-out procedures. These techniques may be usefully
employed when they are used sparingly and with an appropriate reframe,
so
they are
not seen by the child
as
punishment. Behavior modification techniques in current usage
often appear to apply a linear analysis of problem behavior, in which problems are seen
as being due to the inappropriate reinforcement of the child’s actions. Often, more at-
tention is given to inappropriate rather than appropriate behavior, which maintains the
problem situation.
From a systems perspective, this analysis is superficial.
A
circular view of behavior
does not establish causes because of the nature
of
interaction. It assumes that there are
no causes for a problem situation, but that the behavior is maintained by the total in-
teraction, not just by positive reinforcement. The interaction or communication includes
both content and relationship aspects (Watzlawick, Beavin,
&
Jackson,
1967).
Behavior
modification focusses on the content aspect of the communication by analyzing the rein-
forcers maintaining behavior and by altering them. Time-out procedures may be one
way
of
changing reinforcers. However, if it is seen by the child or by the teacher as
a punishment, it takes on a linear frame of reference by assuming that the problem is
within the child and can be handled by punishing him/her. A systems view recognizes
the other aspect of communication, which is the relationship level; this level may need
to be addressed by intervention strategies.
Haley
(1979)
conceptualizes problems as being related to inverted hierarchies. A
hierarchy is inverted when a parent or an authority figure has less power than a child
in
the interaction. This problem hierarchy may be handled at school by putting the
classroom teacher back in control
of
the child. Often the classroom teacher cannot con-
trol a noncompliant child, and, thus, the problem behavior is maintained. Many schools
have broadened the concept of time-out to the point where children are sent to the office
for most inappropriate behavior. This procedure reinforces the inability of the teacher
to control the child,
as,
in effect, the teacher is saying that s/he cannot control the child
and must therefore get help by sending the student to the office. The child’s sense of
Reprint requests should be sent to Jacob Edward Brown, Student Services, Calgary Board of Education,
307-55
Ave.
S.W.,
Calgary, Alberta, Canada
T2H
OAl.
77
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