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    %CHILD ADULT STUDENT TEACHER PROF ROLE REVERSAL+930408
  %JUDGE ASSESS VALUE IDEAL SYSTEM EXCOMMUNE REJECT+930408
%DILEMMA PROBLEM SOLVE TECHNICAL REFLEXIVE RELATION 930408

     When  a  child/student  is  put in  the  position  of
playing the  role of a parent/teacher/professor to a older
person who   should   be   playing    the    role   of   a
parent/teacher/professor;   a   role-reversal  dilemma  is
created.   The dilemma to the child/student resides in the
combination  of the lack of qualifications/power  to  play
the  assigned  role,  and the lack of  authority/power  to
decline the responsibility to play the assigned role.  The
person  with  the power to make the assignment  lacks  the
ability    to    play    their   appropriate    role    of
parent/teacher/professor, and by default the role falls to
the child/student.  The child/student   has   a   profound
dilemma if  the parent/teacher/professor  is addictive and
participating in collusive games of mutual self deception.

     When  the participants in a role reversal dilemma are
trapped in collusive games of mutual self deception  there
is little hope that they can transcend the games, dilemma,
frustrations, anxieties, anger and pain which is likely to
be  their lot.  They cannot see,  describe,  or talk about
what  roles they are playing,  or what is  improper  about
the roles which they are playing.  According to the  rules
of   the    collusions   and   addictions   such   seeing,
descriptions  and  talk are all taboo.   The  participants
are   caught   in double binds in which they  cannot  see,
describe,    or talk about their situation,   perceptions,
experiences,  feeling, etc.

     Double binds  are not relaxed or transcended  by  the
exercise  of any apparent power to control,  or by the use
of any techniques or technologies.  When confronted with a
dilemma   any  apparent  power  to  control  is  a   false
appearance  generated by the playing of collusive games of
mutual  self  deception;   it  is  not  real  power.    No
manipulative  efforts by  presumably powerful,   superior,
competent,  or expert people  will  relax  or transcend  a
dilemma.  Parents, teachers,  professors,  supervisors and
such  people cannot  relax   or   transcend  the  dilemmas
inherent   in   their  dysfunctional  relationships   with
children and students  by any manipulative effort to be in
control or to celebrate any technique  or technology.  All
such  efforts   are  manifestations  of the roots  of  the
dilemmas  to which they sometimes appear to be appropriate
responses.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
                    (On Being Yourself, Whole and Healthy)  
                                                                                                                               
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