‘The irony of turning schools into therapeutic institutions when they generate so much stress and anxiety seems lost on policy-makers who express concern about children’s mental health’
Source: ClassDojo app takes mindfulness to scale in public education | code acts in education
Mindfulness matters, but make no mistake: Corporations are co-opting the idea to disguise the ways they kill us
Yet, individualized mindfulness programs pay virtually no attention to how stress is shaped by a complex set of interacting power relations, networks of interests, and explanatory narratives. Carl Cederstrom and Andre Spicer argue in “The Wellness Syndrome” that the mindfulness movement exemplifies an ideological shift, which turns an obsessive focus on wellness and happiness into a moral imperative. This “biomorality” urges the individual to find responsibility via the “right” life choices-whether through exercise, food, or meditation-to optimize the self.
Source: Corporate mindfulness is bullsh*t: Zen or no Zen, you’re working harder and being paid less | Salon.com
Consider “fundamental attribution error” when evaluating mindset marketing like mindfulness, grit, growth mindset, etc.
The notion that each of us isn’t entirely the master of his own fate can be awfully hard to accept. It’s quite common to attribute to an individual’s personality or character what is actually a function of the social environment—so common, in fact, that psychologists have dubbed this the Fundamental Attribution Error. It’s a bias that may be particularly prevalent in our society, where individualism is both a descriptive reality and a cherished ideal. We Americans stubbornly resist the possibility that what we do is profoundly shaped by policies, norms, systems, and other structural realities. We prefer to believe that people who commit crimes are morally deficient, that the have-nots in our midst are lazy (or at least insufficiently resourceful), that overweight people simply lack the willpower to stop eating, and so on.81 If only all those folks would just exercise a little personal responsibility, a bit more self-control!
The Fundamental Attribution Error is painfully pervasive when the conversation turns to academic failure. Driving Duckworth and Seligman’s study of student performance was their belief that underachievement isn’t explained by structural factors—social, economic, or even educational. Rather, they insisted, it should be attributed to the students themselves, and specifically to their “failure to exercise self-discipline.” The entire conceptual edifice of grit is constructed on that individualistic premise, one that remains popular for ideological reasons even though it’s been repeatedly debunked by research.
When students are tripped up by challenges, they may respond by tuning out, acting out, or dropping out. Often, however, they do so not because of a defect in their makeup (lack of stick-to-itiveness) but because of structural factors.
Source: Kohn, Alfie. The Myth of the Spoiled Child (p. 170). Hachette Books. Kindle Edition.
Lee Ross defined FAE as a tendency for people, when attributing the causes of behavior, “to underestimate the impact of situational factors and to overestimate the role of dispositional factors in controlling behaviour”. That’s very aligned with neurodiversity and the social model of disability. It’s at the heart of what I go on about with equity literacy, structural ideology vs. deficit ideology, designing for the edges, and changing our framing.
American culture and education are vast engines of FAE. Special Education is a gauntlet of FAE attitudes. Our family gets tired of wading through bad framing.
Compulsory, top-down mindfulness (and mindset marketing more generally) is too often used to situate structural problems within individuals while “disguising the ways they kill us.” It contributes to the gauntlet.
This is harm reduction theater. Practicing pluralism, for me, for now, means triage and harm reduction. Harm reduction theater wastes resources and bikesheds deficit ideology instead of embracing equity and structural ideology.
Recognize and prioritize minority stress.
As we come to understand depression in the transgender community more accurately, it’s become clear that the major cause is what’s referred to as “minority stress;” that is, “stressors induced by a hostile, homophobic culture, which often results in a lifetime of harassment, maltreatment, discrimination and victimization.”
Source: When Worlds Collide – Mental Illness Within the Trans Community – Lionheart
Why are there greater mental health stresses on autistic people from gender-minority groups? To quote from the research paper,
“The increased rates of mental health problems in these minority populations are often a consequence of the stigma and marginalisation attached to living outside mainstream sociocultural norms (Meyer 2003). This stigma can lead to what Meyer (2003) refers to as ‘minority stress’. This stress could come from external adverse events, which among other forms of victimization could include verbal abuse, acts of violence, sexual assault by a known or unknown person, reduced opportunities for employment and medical care, and harassment from persons in positions of authority (Sandfort et al. 2007).”
Source: Ann’s Autism Blog: Autism, Transgender and Avoiding Tragedy
We’re awash in behaviorism and mindset marketing that directs thinking away from systems and toward individuals, individuals who are structurally stressed.
Design is tested at the edges, and you need structural ideology to do something about it.
Corporate and ed-tech mindfulness aren’t structural or equity literate. When you aren’t equity literate, you risk engaging in harm reduction theater. When you aren’t equity literate, you fail at triage and harm reduction.
Investment in universal mindfulness training in the schools is unlikely to yield measurable, socially significant results, but will serve to divert resources from schoolchildren more urgently in need of effective intervention and support.
Mindfulness Nation is another example of delivery of low intensity services to mostly low risk persons to the detriment of those in greatest and most urgent need.
Those many fewer students in need more timely, intensive, and tailored services are left underserved. Their presence is ignored or, worse, invoked to justify the delivery of services to the larger group, with the needy students not benefiting.
Source: Unintended effects of mindfulness for children | Mind the Brain
“Instead of treating stress situations as fringe concerns, it’s time we move them to the center of our conversations-to start with our most vulnerable, distracted, and stressed-out users, and then work our way outward. The reasoning is simple: when we make things for people at their worst, they’ll work that much better when people are at their best.“
There is no path to inclusive design that does not involve direct confrontation with injustice. “If a direct confrontation of injustice is missing from our strategies or initiatives or movements, that means we are recreating the conditions we’re pretending to want to destroy.” Structural ideology-an ideology shared by intersectionality, the social mode of disability, and design for real life-is necessary to good design.
Source: Design is Tested at the Edges: Intersectionality, The Social Model of Disability, and Design for Real Life – Ryan Boren
Education workers, healthcare workers, coworkers, everyone: We need you to check your FAE. We need you to confront injustice. Are you practicing harm reduction theater? Are you contributing to the gauntlet while telling us it’s good for us?