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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.
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Negative Behaviour
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Misinterpretation- “Won’t”
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Accurate Interpretation –“Can’t”
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Non-compliance
Failure to appear
Missing probation meetings
Not abiding with conditions of release
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Willful misconduct
Stubborn
Disregard for rules of court
Indifference
Disrespectful
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Lose reminder slips and release conditions
Can’t understand the abstract concept of time
Have difficulty getting organized
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Repeatedly making the same mistakes
Recidivistic actions
Correction does not work
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Willful misconduct
Manipulative
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Cannot link cause to effect
Cannot see similarities
-Can’t remember
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Often late
Late for court
Late for meetings
Late for community service work
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Lazy, slow
Poorly parented
Willful misconduct
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Cannot understand the abstract concept of time
Can’t remember
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Repetitive behaviours
Hitching and wiggling around in court
Playing with loose change or clicking a pen
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Seeking attention
Bothering others
Willful misconduct
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Neurologically-based need to learn by doing
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Poor judgment
Inappropriate touching
Overly friendly with strangers
Inappropriate choice of peers
Commits illogical crimes
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Poorly parented
Willful misconduct
Abused child
Defiant
Disrespectful
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Misinterpret social cues from peers
Does not know what to do
Easily influenced
Lacks ability to learn from previous consequences
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Overly physical
Inappropriate touching
Gets too close to others
Abusive, especially if intoxicated
Assaultive
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Willful misconduct
Deviancy
Angry
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Over or under-sensitive to touch
Cannot relate social cues to boundaries
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Is unable to act independently
Can’t perform community service effectively
Needs to be led all the time
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Willful misconduct
Passive aggression
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Chronic health problems
Cannot translate verbal directions into action
Can’t remember
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Source: Teaching Students with Fetal Alcohol Syndrome/Effects, A Resource Guide for Teachers, Appendix 3, 1996 (adapted by Mary Cunningham for Justice CD-ROM).
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