During week five I
introduced a student with whom I thought VTS might benefit. He is a boy that I named Charlie, who
exhibited signs of Asperger’s Syndrome.
Based on my understanding of this condition, I thought that he might profit
from the structure of VTS. Even though
the images that we use for discussion change each session, I felt that the
“sameness” of the process itself would provide stability for Charlie. Because of the rotating schedule of my VTS
students, I only had the opportunity to work with him approximately two more
times.
Although I did not
see a major shift exhibited in Charlie’s behavior, I feel our VTS discussions
had a positive effect on him. Revisiting
the video of our week ten session, I noticed a shift in his behavioral
mood. He did not seem to lash out with
his comments in a defensive way. Rather,
he spoke out of turn three times: once
to compliment me on how the projected image looked on me as I facilitated (it
was hard not to laugh during this moment,) once to be called on, and once to
add to another’s comment. Although this
behavior is “inappropriate” in regards to the boundaries that we lay down in
VTS, I did not feel that the overall group dynamic changed because of his
comments.
I feel that if
Charlie continues to experience VTS, over time he may show more apparent signs of
its positive influence on him. There is
a tender sincerity about this student that tugs at my heart. So I must admit that I feel caring towards Charlie,
which may skew my answer. The evidence that I have provided is very
subtle, yet I believe that over time these gentle shifts are the gifts that VTS
bears to its participants. Working with
Charlie has given me hope in using this method with students like him in the
future. I feel that children who are
”at-risk” in the student population may find the structure of VTS soothing to
their oftentimes-challenging experience.
Very heartfelt reflections. It is difficult to work closely with children for any period of time and not have them steal your heart. My only regret is that the district rotation schedule kept you from working with and observing Charlie weekly. I, too, have noticed a gentle shift in him this semester and it is evidenced in subtle ways during VTS. I, like you, believe VTS is a strong factor. It allows him to contribute productively which earns him at least a modicum of social capital with his peers. Social awkwardness inhibits his full participation in so many aspects of his classroom experience; I sense that he is secretly, but genuinely grateful for the "belongingness" that VTS provides and nurtures for him which is why he responds to it so well. I'll keep you posted as the year continues!
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