EXCESSIVE WITHDRAWAL : INTERVENTION APPROACHES
Like all defense mechanisms, withdrawal is a device to reduce anxiety.
Attempts, then, should be made to (1) diagnose the causes that threaten
the ego;(2) remove these threatening sources as much as possible; and
(3) help the individual to develop normally by giving him or her
opportunities to communicate with others. If a pupil shows a great many
other negative symptoms on the scale, he or she should be referred for
clinical help. If the student shows low scores in most other categories,
minor adjustments in the home and classroom will probably help significantly.
Excessive Withdrawal is a characteristic shown by many minority
children, particularly those with language problems. These pupils must be
given support and understanding. Many appear more intellectually
handicapped than they actually are because of the language barrier.
Overcoming the verbal disability is of vital importance. The educational
future of these students depends on their understanding of verbal symbols.
Other methods employed to help the withdrawn child may include:
1. Arranging an early parent conference to determine if the withdrawn
behavior is characteristic of the child or whether some situational
conflict has arisen that has caused him or her to opt for self-isolation.
2. Involving the child in small group activities (with, at most, one
or two other youngsters) that will ensure success.
3. Giving the child shorter assignments and frequent opportunities
to socialize with others.
4. Placing the child in an advantageous position in the classroom,
where he or she will not feel isolated.
5. Giving the child extra attention, because this tends to raise his
or her importance in the eyes of peers. This procedure should be handled
with care, because if he or she is given too much attention, other
children may resent the child.
6. Giving the isolated student more time to express him or herself.
The individual should be allowed to practice responses that success is
assured. The child can gradually aquire more confidence in his or her
ability to be aggressive.
7. Never criticizing or reproving withdrawn behavior.
8. Allowing the child (if he or she cannot do it verbally) to express
him or herself through puppet play, clay work, paintings, drawings or
9. Providing interesting but simple games and activities that are
likely to elicit the participation of withdrawn pupils. These pleasurable
excercises are particulary valuable if completed in the company of at
least one other student.