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 Chapter 6:
Resistance to Mobility Instruction

A very real problem that each mobility instructor must deal with is resistance. Not every person who loses his sight is eager to learn to travel independently. Even those who enroll in a training course and begin mobility training are not necessarily free from the problem.

The most clear cut example of resistance is the visually impaired person who does not wish to learn travel techniques, or to carry a cane. He may go to the extent of making an appointment with an instructor and enrolling in a course of mobility training; but when the time comes to begin training, he finds excuses to delay his lessons or cancels the course outright. This form of resistance is usually easy to identify. Either the student states clearly he has changed his mind or rationalizes his failure to keep appointments. It is obvious that for whatever reason he does not wish to take mobility training.

Resistance may also take the form of open rebellion during training. The student argues with the instructor over what he should do, what he can do, or how to do it. Sometimes he deliberately disobeys dear instructions on a lesson; or he refuses to perform some task the instructor has assigned to him.

Some forms of resistance may not be as easy to identify. The student seems to do and say all the right things. He enrolls in the course and keeps most appointments; but his behavior does not correspond with his stated goals. He misses appointments but gives an appropriate excuse. He makes mistakes he no longer should be making at a particular stage of training. In one way or another, his behavior demonstrates his unwillingness to continue. Another student, in a passive manner, misunderstands instructions or loses his way on routes he should know well. If the instructor wants to set an appointment for two o'clock the student is only free in the morning. If the instructor shows up for a lesson at ten the student thought it was supposed to be at eleven.

This form of resistance is often difficult to identify with certainty. Excuses are often legitimate; people do forget appointments; transportation is frequently difficult to arrange; it is possible to become confused even on a familiar route; and it is certainly possible to misunderstand instructions. However, the things that interfere with instruction occur so frequently that the instructor becomes suspicious. A few mistakes - but so many? A cancellation once in a while but two almost every week?

The instructor should help the student work out the difficulties; but at some point he must consider the possibility that the student is resisting his efforts to instruct. If this is his conclusion, he must attempt to understand the basis for the behavior and deal with the resistance.

A number of factors may contribute to the student's resistance to mobility instruction. The student may experience such anxiety at the thought of taking mobility training that he cannot even begin a course of instruction, or if he begins, he experiences so much anxiety during lessons that he becomes resistant. Independent travel may not be a goal of the student. He may have enrolled only because of family pressure. On the other hand, he may be motivated to learn to travel independently; but the family does not like the image of a blind person with a white cane; and they want him to quit. They may even want him to be dependent; so they regularly remind him that he does not need mobility training. He is, thus, in conflict between his own needs and the needs of his family.

A further reason for resistance may be the wish of the visually impaired person to be dependent on the family. Or, he may be so self-conscious that he avoids any training that will expose him to public view. His image of himself with a white cane may be so repugnant that he feels degraded and devalued whenever he must walk with it.

Whatever may be the cause of the resistance, it is necessary to uncover it and deal with it. It is not enough simply to determine that the person is resisting and tell him to stop. He may not even be aware of what he is doing; or if he is aware, he may not be able to control his behavior until he understands it.

When anxiety prior to instruction causes resistance, the instructor may be able to help with one or two sessions of discussion with the student. He can explain the purpose and procedure of instruction and allay some of the student's anxiety. The student has an opportunity to ask questions and express some of his concern. The same technique might be applied to other problems leading to resistance. If limited discussion sessions do not help, it may be necessary to refer the student for counseling or psychotherapy. If resistance becomes apparent during the course of instruction, it is also advisable to discuss the problem with the student to determine the cause. Anxiety and self-consciousness must be treated on the basis of their relationship to mobility training.

Family interference may require some intervention on behalf of the student. He may find it difficult to cope with family pressure but can do so with the support of the instructor. The approach in each case should be determined by the nature or the cause of the resistance. Sometimes the help given by the instructor improves the relationship between him and the student The student can then express his feelings and possibly resolve them. However. If the feelings are sufficiently intense, he may be able to work them out only in counseling or psychotherapy.

In either case it is more productive to explore the cause of resistance than it is to ignore it. As long as the problem exists, it will interfere with the course of mobility instruction. Of course it may not be possible to solve every case of resistance. But in those cases where the instructor deals with the situation there should be a noticeable improvement in the student's performance. The instructor should also benefit, because he will feel less frustrated and more satisfied as he observes the progress made by his student.

 

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