For many of us, “perception” is one of those innate processes that we take for granted. We see somebody crying, we assume they are sad. Perhaps we take it one step further and ask how they are feeling. We see somebody decked out in “Cubs” paraphernalia, it’s often safe to assume they are a Chicago Cubs fan. Maybe we ask them what they thought of the latest game. We hear somebody complaining that they missed lunch, most likely they are hungry. If we are feeling generous, we might offer them half of our sandwich. How we perceive another individual, through what they say, do or wear can shape both our internal judgments and how we act on those judgments. But what happens when that process is not innate? We might laugh at the person who is crying, bad mouth the Cubs’ coach, or greedily savor our sandwich without hesitation.
Last week, I had the opportunity to participate in a social group at Cawn/Krantz. The activities introduced by the therapists provided some insight into how this perception might be explained or taught to 9 and 10 year old children for whom it is not natural. The four group members were first given some examples of things a person might say, do or wear. They were then asked to interpret those characteristics, actions or statements. The therapists assisted the children in developing their own perceptions, and seeing how they might relate to another individual’s interpretation.
Looking back at this first activity, one moment really sticks out in my memory. While sitting next to one of the boys in the group, I was attempting to assist him by whispering suggestions or hints in his ear. After about five minutes of this, he turned to me and asked “Are you, like, my guide or something?” What I didn’t realize then was how perceptive this question really was. Brian* had taken what I said, and how I said it (whispering just to him), and interpreted this action/vocalization. I regret not noticing this, and acknowledging it, during the group.
After the children had a grasp on the concept of perception, we moved onto a game which utilized these newly introduced skills, and gave the group an opportunity to both act them out and interpret them. Let’s call it “Perceptual Charades.” The therapists chose 8 different animals and 8 different emotions that could be used in the game. Each turn (2 per child) was two-fold. First, the child had to act in some way (through actions, vocalizations, or a combination) for the rest of the group to guess the animal he/she chose. A leaping, “ribbit”-ing boy? You guessed it – a frog. Next, the therapists gave the child one of the 8 emotions, which their animal needed to display in some way. When that same “frog” hid behind pillows with a worried look on his face, the rest of the group correctly guessed that he was nervous. When the frowning cat’s “meow” became sharp and loud, the other children accurately concluded that she was angry. Without much assistance from the therapists, the children were able to use their new knowledge of how we interpret our perceptions, and generate accurate appraisals of simulated emotions.
At the end of group, the children were given the opportunity to discuss what they had learned that day. The therapists asked the children to consider which mode of obtaining information generated a more precise appraisal of the situation: what somebody said, did, or wore. They quickly agreed that what a person wore did not give as much information, but were split between “say” and “do.” The group’s indecisiveness led to an interesting discussion when one of the children posed this question: what if different, and perhaps contradictory, messages are conveyed through these two types of communication (verbal language vs body language)? Which holds more merit? Take the crying person who says “I’m fine.” Or the self-professed good Samaritan who steals from his elderly neighbor. We did not end in unanimous agreement, and I’m hesitant to think there is an objective, correct, answer to this question. However, this did raise my consciousness to be more open-minded in interpreting conflicting verbal and physical cues.
What do you think?
through our “Move and Groove” group. Zumbatomic is a high-energy fitness party for kids. Kids will get focused and fit while practicing listening skills, learning various rhythms and develop confidence and coordination. According to Russell A. Barkley, PH.D., Clinical Professor of Psychiatry, has proven regular physical exercise as part of treatment for ADHD. Kids will dance, listen and play games while having fun and working together. What a great way to encourage aerobic exercising!
Individual Differences: The "Cawn/Krantz" way... 
