Abuse of Power Blog

Writing about the the abuse of power that comes with a hired, appointed, or elected position sometimes seems futile when people who are supposed to be educated act in uneducated ways. Welcome to politics in Maine!

It truly is a sad day when the person who is most powerful in the State government acts like he has the ability to make decisions which would disenfranchise thousands of Maine people. Governor Paul LePage THINKS that he has the power to just decide to shut down Maine schools because he is sulking over our elected legislators doing their jobs. He is upset that our legislators have not caved to his demands for cuts in Maine Care, Maine’s Medicaid program which would effect up to 65,000 people. I realize there are some tough choices to be made when it comes to balancing the State budget. I do not pretend to have the knowledge base to solve that problem. Apparently the governor has no idea either.

How does one define a “Bully?” Bullying is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power (http://en.wikipedia.org/wiki/Bullying). In this particular case of the governor stating that he will “close down Maine Schools, May1,” he is certainly using this statement as a form of coercion to manipulate Maine people regarding their constitutional right to petition their elected officials. Our elected officials have heard from many of their constituents regarding the proposed cuts to Maine Care and many people are not comfortable with the proposed cuts. Our legislators are doing a very good job of looking at things from many angles. They are double checking the math involved with the governors claims (as they should be). LePage is well known for manipulating the “truth” and has been caught at it too many times for anyone at the State house to trust his words.

So now LePage decides that things are not looking good for him and his proposed cuts and realizes that his Scare tactics have not worked to achieve his desired goal. As time moves on, he is like the scared bully on the school grounds who has someone who is standing up to him and very quickly he resorts to threats of others to achieve his desired outcome.

Hmmm, This sound a lot like another scenario. This is EXACTLY what an abusive relationship looks like. What does a person do when they are abusing a young child? They tell the child that if they speak about what is happening, their families may be hurt or worse. An abuser does this to silence the child and to ensure the abuse can continue.

It seems to me that I remember when LePage was running for office, a story ran depicting his “Pull yourself up by the bootstraps” difficult life and how he came from a very poor beginnings and had a tough time. Considering that statistically speaking, children who are raised in homes where poverty is common have higher rates of abuse, it could be a possibility that Governor LePage could possibly be one of those statistics. I am not suggesting that if he were one of those statistics that he is in anyway to blame for that – what I am suggesting is that if he were one of those unfortunate statistics, that perhaps he should seek therapy for the impact this has had on his life.

SES Impacts the Lives of Children, Youth, and Families

Research indicates that SES is a key factor that influences quality of life for children, youth, and families (CYF). SES affects human functioning in many ways, including development across the life span, psychological health, and physical health.

Psychological Health

Increasing evidence supports the link between lower SES and negative psychological health outcomes, while more positive psychological outcomes such as optimism, self-esteem, and perceived control have been linked to higher levels of SES for youth.

Lower levels of SES have been found to be associated with the following:

• Higher rates of attempted suicide, cigarette smoking, and engaging in episodic heavy drinking (Newacheck, Hung, Park, Brindis, & Irwin, 2003)

• Higher levels of emotional and behavioral difficulties, including anxiety, depression, attention-deficit/ hyperactivity disorder, and conduct disorders (Weissman et al., 1984; Goodman, 1999; Spencer et al., 2002)

• Higher levels of aggression (Molnar et al., 2008), hostility, perceived threat, and perceived discrimination for youth (Chen and Paterson, 2006)

• Higher incidence of Alzheimer’s disease later in life (Fratiglioni, Winblad, & von Strauss, 2007; Karp et al., 2004; Fratiglioni & Rocca, 2001; Evans et al., 1997)

Physical Health

Research continues to link lower SES to a variety of negative health outcomes at birth and throughout the life span.

Lower levels of SES have been found to be associated with the following:

• Higher likelihood of being sedentary (Newacheck et al., 2003) and higher body mass index for adolescents (Chen and Paterson, 2006), possibly because of a lack of neighborhood resources — such as playgrounds and accessible healthy food options

• Higher physiological markers of chronic stressful experiences for adolescents (Chen and Paterson, 2006)

• Higher rates of cardiovascular disease for adults (Steptoe & Marmot, 2004; Colhoun, Hemingway, & Poulter, 1998; Kaplan and Keil, 1993)

Education

Increasing evidence supports the link between SES and educational outcomes.

• Socioeconomic status appears to create achievement gaps for Black and Hispanic children, when compared to the achievement levels of White children (Duncan and Magnuson, 2005).

• Children from low-SES families often begin kindergarten with significantly less linguistic knowledge (Purcell-Gates, McIntyre, & Freppon, 1995).

• Children from less-advantaged homes score at least 10% lower than the national average on national achievement scores in mathematics and reading (Hochschild, 2003).

• Children in impoverished settings are much more likely to be absent from school throughout their educational experiences (Zhang, 2003), further increasing the learning gap between them and their wealthier peers.

• While national high school dropout rates have steadily declined (National Center for Education Statistics, 2002), dropout rates for children living in poverty have steadily increased. Between 60 and 70% of students in low-income school districts fail to graduate from high school (Harris, 2005).

Family Well-Being

Evidence indicates that socioeconomic status affects family stability, including parenting practices and resulting developmental outcomes for children (Trickett, et al., 1991).

• Poverty is a reliable predictor of child abuse and neglect. Among low-income families, those with family exposure to substance use exhibit the highest rates of child abuse and neglect (Ondersma, 2002).

• Lower SES has been linked to domestic crowding, a condition which has negative consequences for adults and children, including higher psychological stress and poor health outcomes (Melki et al., 2004).

• All family members living in poverty are more likely to be victims of violence. Racial and ethnic minorities who are also of lower SES are at an increased risk of victimization (Pearlman, Zierler, Gjelsvik, & Verhoek-Oftedahl, 2004).

 

http://www.apa.org/pi/ses/resources/publications/factsheet-cyf.aspx

I would like to conclude with some positive comments about our Governor however. He is to be admired for his efforts to make our governmental departments accountable for their expenditures. He has managed (or at least has caused it to happen), to ferret out some corruption and wasteful spending from some agencies. I am sure the net effect of this has been to make people who were doing questionable things with taxpayer dollars, think twice and ensure that they are doing what they are supposed to be doing. There are times when his blatant lack of political correctness is – well, refreshing. It is nice to see a politician who is not afraid to tell it like he sees it.

The abuse of power speaks about the many ways in which people use the power of their position over others to obtain compliance with often pointless policies. A power differentiation exists within almost every relationship between any two people at any time. Parents have power over their children, older children have power over younger ones etc.

Relationships in our everyday life have unequal power differentiations as well. Anytime a person has something – a services, a skill, an expertise, whatever that another person needs there is this differentiation of power. Many people who have this power of position do not wield this power knowingly, often people are simply trying to do their job with the least amount of effort and time consumption possible. What ends up happening is that people feel pressured into compliance with things that they would not prefer to do.

School Teachers and other school officials have a certain amount of power over the parents of the children they serve. As Mandated reporters, teachers and school officials have the power to cause problems for parents if they are seen in anyway as being neglectful or abusive. So when a teacher calls a parent for a meeting about a child, the parent is already on edge because he or she is all too aware that teachers rarely call a parent to praise a child for a job well done. More often teachers call parents when there is an issue to be resolved. So if that teacher tells a parent that Little Johnny is very active in class and therefore the teacher would like to make a referral for the child to be tested for ADHD, the parent may feel powerless to voice their concern about this for fear of being seen as neglectful.

Another example, and this is a real life example that happened to someone I know. A child goes into the office to present the receptionist with a note from a parent stating the child will need to be dismissed from school the following day for an appointment. The receptionist asks the child; “What kind of appointment is this?” The child is embarrassed to state that it is an appointment for therapy, and therefore simply states, “It’s a doctors appointment.” The receptionist then asks the child, “what kind of doctors appointment – what is it for?” The child feels compelled to answer despite the fact that there are many other children and adults milling about in the office at this time. Now, did the receptionist Really need to know what kind of doctors appointment this was? Of course not. Was the receptionist abusing the power of her position purposefully? Not likely. It is just a normative question people in those positions ask – without any ill intent. However, due to the nature of the relationship present e.g., the child is in school and has been indoctrinated to understand that staff at school have all the power and the child has none – he or she would not think that they had a right to refuse to answer the question.

This is the same with a Doctor and patient, boss and employee, virtually all relationships we find ourselves in. Many times we just answer or comply because we feel that we have to. Many times people are overstepping their authority by expecting us to comply. The result is that people are feeling more and more powerless to stand up for their rights and their own lives. This is what this blog is about – taking back the power to be the master of our own lives and destiny. It is about exposing the ways in which our rights to privacy, freedoms, and choices are trampled on each and every day by those who sometimes do so knowingly, and other times do it innocently.

This blog is not about debating the intent of people in positions of power. This site is about alerting people about this trend and hopefully engaging people to look at their motivations and how what they do and the way in which the do it can impact people.

Scott Perry is just an average person who has had his struggles in life, like most everyone else. His passions lie with helping to give voice to the underdogs of society. He has spent most of his life as one of those underdogs. Scott dropped out of school at the age of 14 and began work. He spent most of his adult life, until the age of 41 moving from job to job, never really knowing his true passion and interest.

At 41 Scott decided that he wanted to do something meaningful with his life. He wanted recognition for his abilities and achievements and had a desire to pursue his interest in writing and psychology. He began classes at the local community college to begin his college career. He attended Central Maine Community College and graduated with Honors in 2007. That fall, he began classes at the University of Southern Maine as a Junior in the Psychology Department, where he graduated also with Honors in 2010. Scott is also a member of Psi-Chi, the National Honor Society in Psychology. In 2010, he was awarded the Regional Research Award from Psi-Chi for a Poster Presentation presented at the Eastern Psychological Association’s Conference in Brooklyn New York.

Prior to obtaining his Degree’s, Scott spend most of his adult work life working in the printing and publishing industry having worked for many small “Mom & Pop” type printing companies. Scott suffered a heart attack in 1995 at the age of 32 and this was a turning point for him. Shortly after his heart attack he opened his own printing company called Mainely Publishing, which he ran until 2008 when he closed it to begin work in his chosen field of Social Services.

Scott began work in the Social Services field in 2009, when he began working for a local emergency shelter for troubled teens. He worked the overnight shift and discovered that he truly enjoyed working with these kids. He realized that he understood many of them and their difficulties as he had experienced most of the same difficulties when he was younger. After working at the shelter for about a year he was hired to work for a group home which provided services to individuals with severe and persistent mental illnesses.

Upon obtaining his BA in Psychology, Scott applied for a position providing Children’s Case Management Services to children in the community. He was hired in April 2011 and continues to work in this capacity today.