Reframing behaviour means changing the way you or others view the conduct of the person with FASD. This shift in thinking will allow the observer to recognize that brain damage causes the dysfunctional behaviours of the person affected by FASD.
A recent study by the Department of Justice of Canada sought to gain insights from service workers with experience working with victims with FASD. When asked what they would recommend to help provide the best services possible for clients who have FASD, most identified training for all justice professionals.
“If it were required that every judge, every crown, every defence attorney, every RCMP member had to have a knowledge of FASD, that would help us greatly. Because sometimes half the battle is just trying to convince somebody that there’s something going on.” (Identifying the Issues)
It will always be important to remember that the primary disabilities of FASD are those that reflect underlying brain and central nervous system damage caused by prenatal exposure to alcohol. They include neuro-behavioural challenges, poor executive functioning, memory problems, impaired judgment and other effects.
The next step in reframing is to recognize that although person with FASD may try, he or she often cannot meet age-appropriate expectations. If you think offenders are misbehaving on purpose, reframe it; understand that their conduct may well be related to their primary or secondary disabilities.
Think Can't Do not Won't Do.
|
Negative Behaviour |
Misinterpretation- “Won’t” |
Accurate Interpretation –“Can’t” |
|
Non-compliance Failure to appear Missing probation meetings Not abiding with conditions of release |
Willful misconduct Stubborn Disregard for rules of court Indifference Disrespectful |
Lose reminder slips and release conditions Can’t understand the abstract concept of time Have difficulty getting organized
|
|
Repeatedly making the same mistakes Recidivistic actions Correction does not work |
Willful misconduct Manipulative |
Cannot link cause to effect Cannot see similarities -Can’t remember |
|
Often late Late for court Late for meetings Late for community service work |
Lazy, slow Poorly parented Willful misconduct |
Cannot understand the abstract concept of time Can’t remember |
|
Repetitive behaviours Hitching and wiggling around in court Playing with loose change or clicking a pen
|
Seeking attention Bothering others Willful misconduct |
Neurologically-based need to learn by doing
|
|
Poor judgment Inappropriate touching Overly friendly with strangers Inappropriate choice of peers Commits illogical crimes |
Poorly parented Willful misconduct Abused child Defiant Disrespectful |
Misinterpret social cues from peers Does not know what to do Easily influenced Lacks ability to learn from previous consequences |
|
Overly physical Inappropriate touching Gets too close to others Abusive, especially if intoxicated Assaultive |
Willful misconduct Deviancy Angry
|
Over or under-sensitive to touch Cannot relate social cues to boundaries |
|
Is unable to act independently Can’t perform community service effectively Needs to be led all the time |
Willful misconduct Passive aggression |
Chronic health problems Cannot translate verbal directions into action Can’t remember |
Source: Teaching Students with Fetal Alcohol Syndrome/Effects, A Resource Guide for Teachers, Appendix 3, 1996 (adapted by Mary Cunningham for Justice CD-ROM).