Category: reader questions

It’s ok to need help

Real Social Skills

A reader asked:

I know that sometimes there aren’t words for a thing but it’s still a thing. I was just wondering if trauma response to, well, trauma and abuse counts as a disability/mental illness even if you don’t have PTSD? Or is it like breaking your arm so does not count? I’m confused on where I stand on things so even though I’m starting to identify a thing as abuse and I know I’m having reactions I’m not sure if it’s okay to look at stuff meant for disabled people to deal with it, I guess.

realsocialskills said:

You are welcome here.

It’s ok to look at stuff made for people with disabilities and mental illness. If you’re having enough trouble that those resources help you, then you’re having enough trouble that it’s ok to use them.

You don’t have to have an official justification.

And also – labeling stuff appropriately can take years. And you need help now. Not later once you’ve figured out a justification for why you need help. It’s ok to focus on learning as much as you can about what’s going on and what’s helpful to you.

Hardly anything is completely unique to one group. Almost everything has applications much broader than what whoever wrote it had in mind. It’s ok to learn from people who figured out something to cope with something else.

You are not alone. And you don’t have to be in this alone. Dealing with abuse is terrible. The last thing I would want is for you to feel like you’re unworthy of support in dealing with abuse. It doesn’t matter whether you have PTSD or something else or even nothing diagnosable. What matters is that you’re being hurt and you are having trouble, and there is knowledge avaiable that can help you.

Doing right by victims of bullying

Real Social Skills
A reader asked:
Hello! I’m in my first year of teaching and I have a couple of students who are being bullied verbally everyday by a group of older boys. Of course, I’ve been working on putting an end to it, but instead of helping my bullied students, the boys have just added me and another new teacher to their list of targets. They are not my students so I can’t directly punish them and their own teacher wouldn’t do anything about it. And their parents are busy rich people who couldn’t be bothered. Any advice?

There’s a book you need to read. The Are Word by Dave Hingsbuger is an amazing practical guide to helping victims of bullying. It’s short, easy to read, and has practical techniques that actually help people. (He wrote it for those who work with people with intellectual disabilities, but what he says is broadly applicable to everyone.)

Some things I think it’s important to acknowledge about this kind of situation (and this is part of what Dave Hingsburger discusses in his book):

  • You might not be powerful enough to make the bullies stop
  • The victims are almost certainly not powerful enough to make the victims stop
  • There are a lot of things you can do for your students, whether or not you can stop the bullies
  • Your students need you, and it’s important to be there for them

Be careful about your ego:

  • You probably want to see yourself as someone who stops bullying
  • Most teachers decent enough to care about vulnerable kids feel that way
  • This can lead to some bad consequences when there are bad things going on that you can’t stop
  • Sometimes teachers who want to believe that they are solving bullying end up talking themselves out of acknowledging bullying when they can’t fix it
  • Or worse, sometimes they convince themselves that teaching victims social skills or other responses will fix bullying
  • That ends up hurting victims really badly, and making them feel like it’s their fault and/or that no adults care very much about what’s happening to them.
  • Don’t do that to their students
  • Acknowledge what’s happening to your students, even when it hurts to admit to yourself that something bad is happening that neither you nor they can fix

Even when you are not powerful enough to control the behavior of bullies, there are a lot of other things you can and should do to help your students. I’ve written before about things adults can often do to help victims of bullying.

Short version: Teachers can’t always stop bullying; they can always do things that are at least somewhat helpful to victims of bullying. One of the most important things you can do is to be honest with yourself and your students about the situation. _The Are Word_ by Dave Hingsburger is an incredibly helpful book for anyone who wants to support victims of bullying.

On being in school and working

Real Social Skills
A reader asked:
What are some ways to balance work and school? Cus I’m working 25 to 30 hours a week and taking only three classes and I’m still behind. I don’t know how some people work fulltime AND go to school fulltime while paying rent and having kids.

realsocialskills said:

I don’t know how people balance that kind of schedule with school/kids/work. I think that it’s nearly impossible and that most people couldn’t do it.

Here are a couple of things I do know about passing classes under time pressure:

Choose your classes carefully:

  • Not all classes are equally time-consuming.
  • If you’re working a lot of hours, it’s probably better not to take all the really time-consuming classes in the same semester
  • (Eg: if you’re taking a class that has five papers, or lots of complicated programming assignments, it might be better not to take others than are like that at the same time).
  • It can also go a lot better to select classes based on who is teaching them rather than based on which description theoretically looks best
  • Classes go much more smoothly with teachers you’re readily compatible with
  • (particularly if you tend to need a lot of help)

Consider taking classes that are relevant to your work:

  • If some of what you’re working on at work can inform your class assignments, that makes life a lot easier
  • For instance, it’s much easier to write a paper on something you’ve researched for work than it is to research something else *and* what you have to work on at work
  • And more generally: if the concepts you’re learning in school are related to and overlapping with what you think about at work, it will be much less time consuming than if you have to do both separately
  • This can be true even if your work isn’t particularly intellectual on the face of it. No matter what your job is, it involves knowing things, and classes are easier if you can make knowing those things relevant.

It is possible to pass classes without doing all of the reading:

  • Most people don’t do all of the reading (except in seminar classes in which most of class consists of an in-depth group discussion of the reading).
  • If you are struggling to keep up, you may well be doing more of the reading than you should be.
  • It’s worth learning how to skim text in order to get the basic ideas
  • When a teacher cites something a lot in class, it’s generally worth reading it again after more closely

Having a study group or partner helps in several ways:

  • Perspective from other people can make it easier to tell whether you’re understanding what you need to understand
  • It can also make it easier to tell whether you’re doing *more* work than you need to in order to keep up and pass.
  • You can also pool knowledge. There will always be things that some people get and some people miss, and some people talk about it.
  • Meeting with others at a set time to do the work for a class can stop it from expanding to fill all available space
  • Even if you don’t have a regular study group, sometimes you can organize review sessions before tests. Those can also be helpful in similar ways.

On stimming in class

Real Social Skills
alwaysatrombonist asked:

Do you know of any quiet or discrete fidget/stim toys? I find that I need to fidget in my school discussion group to keep from getting super anxious, but if I play with a hairband under the table or doodle then people notice. Most of the fidget toys I find online are colourful, which I don’t want because people will see. I will try a stress ball, but I think that my fingers need to be doing things. Thank you 🙂

realsocialskills said:

A couple of thoughts:

There probably aren’t many ways to stim that are completely undetectable. Some things I can think of that might be harder to detect than some others:

  • Rocking back and forth subtly
  • Chewing gum
  • Using typing as a stim (eg: typing out scripts or words you like over and over)
  • Using fidget jewelry .

Also, knitting and crocheting are not discreet at all, but they are often socially accepted in classes or group conversations. Depending on your particular group, that might be an option.

Another thought: maybe it’s ok if people notice:

  • Stimming isn’t necessarily as dangerous as it feels
  • Sometimes it’s okay to stim openly. Sometimes nothing awful happens
  • And sometimes people react badly, but in ways that are easier to put up with than the stress of suppressing stims
  • Stimming openly and conspicuously is not the right choice for everyone
  • But it’s probably the right choice for more people than realize it
  • So it might be worth reconsidering whether hiding your stims is the right choice
  • Or it might not be. You’re the best judge of this, and you have no obligation to stim visibly.

When teachers refuse to accommodate your disability

Real Social Skills

A reader asked:

What to do if teachers refuse to give you the accommodation? I couldn’t ever finish my work because they would refuse to write down things ect

realsocialskills said:

That’s a hard problem.

In my experience, you usually can’t make them write down assignments if they’re not doing it willingly (even with a letter). Sometimes you can, if you’re sufficiently insistent.

I’ve had surprisingly good results with reminding a teacher politely and discretely the first time, reminding them in front of other students the second time, and insisting more bluntly that it’s not ok for them to neglect to do this the third time. I’ve also had this blow up in my face. Your milage may vary. It’s not something I’d wholeheartedly recommend, but it does work sometimes.

Also, if the problem is that they don’t remember (or can’t be bothered to remember), sometimes reminding them by email works. Eg, by sending an email after every class asking them what the assignment is.

Another thing that can help is getting support from other students rather than the teacher. For instance, getting the assignment from a peer who is able to write it down. Or getting other students to also ask in the moment for it to be written down so it doesn’t have to come just from you all the time. (That helps me both in terms of getting what I need, and in not feeling like I’m alone and unreasonably demanding.)

If you are in college, another thing you can do is change classes. If a teacher is not treating you well and is making it impossible to do the work, treating that as a red flag and changing to a different class can make things a lot better. In college, there is often a lot more flexibility to work with people who are willing to accommodate you, and it’s important to learn how to take advantage of that flexibility.

When schools approve of ableist harassment

Real Social Skills
A reader asked:
There’s a boy at school who makes me uncomfortable. He seems to appear wherever I am. My 504 plan allows me to eat in a small back room in the library, and he’s even found me there and joins me for lunch. I’ve told him several times “I prefer to eat alone” but he responds with “That’s no fun! Come meet my friends!” I’ve tried ignoring him, but he just asks me lots of questions. My mom and therapist are happy I’ve “made a friend and stopped isolating!” and won’t help. How do I make him go away?
realsocialskills said:
I’m sorry this is happening to you.
He shouldn’t harass you like that, and your school shouldn’t let him. You’ve made it clear that you want to be left alone, and he’s following you and insisting on bothering you anyway. That’s not friendly. That’s harassment.
I’m not sure how to get him to stop. That depends a lot on the situation, and particularly whether or not there are any adults willing to help you. One thing that helps is to keep straight in your mind what’s going on. It’s perfectly ok that you don’t want to eat with this guy. He should leave you alone. You’re not doing anything wrong; he is being mean.
Since you mention that you’re eating in the library, I wonder if the librarian might be able to help you. Sometimes librarians care about protecting kids from harassment. It might help to frame it in terms of “This guy won’t leave me alone, and it’s making me really uncomfortable. He keeps following me in here. Can you please help me to get away from him?”
Another thing to consider: Who put the room in your 504 plan? Was anyone involved in that decision besides your mom and your therapist? Might someone else who was involved understand what’s going on and why you need help?
Another possibility: telling him to go away more forcefully, eg:
  • “I don’t want to eat with you. Please leave me alone.” might work better than “I prefer to eat alone.”
  • “Stop following me.”
  • “I don’t want to talk to you.”
  • “Stop asking me questions; I don’t want to have this conversation.”
If you’re more forceful in saying no, it’s likely that he’ll act all hurt and like you’re doing something terrible to him. It might also eventually work if you are firm and explicit about saying no, and don’t back down when he acts all hurt about it.
That’s a standard way that people who are willfully violating boundaries react when someone says no. (I wrote about this in the context of ways creepy guys make it impossible for women to say no politely.)
It’s okay not to care that your boundaries hurt his feelings. It’s okay not to care if he’s upset that you don’t want to be his friend or eat lunch with him. That is not actually your problem. You’re not obligated to provide him with attention, company, or validation, no matter how friendly he thinks he’s being.
Eating alone is not something you’re doing to him. Harassing you is something mean he’s doing to you.

Your parents and therapists should be supporting you. It’s terrible that they’re not (but unfortunately, this is not an unusual situation.)
Short version: If someone follows you around and keeps trying to interact over your objections, that’s not friendly, that’s creepy. You don’t have to be someone’s friend or hang out with them if you don’t want to. Therapists shouldn’t try to convince you that being harassed is a positive development in your life. It’s okay to have boundaries. You get to decide who your friends are and aren’t.

Negotiating accommodations without a diagnosis

Real Social Skills
A reader asked:
How do you ask for accomendations when you don’t have a go-to reason to explain why you need it? I don’t know if I’m disabled (I find info about disablities completely inaccessible to me, though i’ve wondered from seeing people talk about things i’ve also experienced) but I do know I can’t learn in certain ways, or process information that’s presented in certain ways, and that I’m prone to sensory overload. people act like i’m being overdemanding when I bring it up. am i? if not, what do I do?
realsocialskills said:
I’ve been there, a lot. I was only diagnosed after college, even though I’ve always been disabled. I was just as impaired before diagnosis; being without a label didn’t magically create abilities. So I’ve spent a lot of time negotiating accommodations informally.
I’ve found that what works best is to give a very simple version of the problem, and to ask for something specific. This can make accommodating you seem like a straightforward thing to do.
For instance: “This is hard for me to read. Is there an electronic copy?” works much better than “I’m autistic and I have visual tracking issues and executive dysfunction and I need a different format.“
Or: “Noisy College Hall is big and crowded. I never understand anything there. Can we have class in the usual room instead of moving?”
Or: “I don’t understand the assignment when it’s said verbally. Can you email me the details?”
Short version: You don’t have to go into great diagnostic detail when you’re negotiating with a teacher directly. You can start by describing the problem and a solution you think would work. This doesn’t always work, but it’s the most effective approach I know of for this situation.

Halloween when you’re too old for trick or treating and don’t like drunken parties

Real Social Skills
A reader asked:
 
do you or your followers know of any social acceptable ways for teenagers to celebrate halloween? my friends and i are 18-20, so unfortunately I feel too old to be trick-or-treating, and none of us like to drink or go to those kinds of parties. do you have any ideas? thank you.
 
 realsocialskills said:
 
Many people your age like to go to haunted houses around this time of year. In a haunted house, you walk through and look at spooking things and various actors scare you. Most areas have at least a couple of haunted houses. There are also haunted hayrides, which are similar except that they are outdoors and you ride through them rather than walking through them.
 
Many zoos and museums have Halloween events. Most of them are primarily targeted towards children, but some of them also welcome adults. If there are zoos and museums in your areas, you can find out about their programs on their websites.
 
Different cities have different events. If you google “[your city] Halloween events” you might find something interesting. Here’s a page of events for Philadelphia.
 
Some people your age enjoy going to the Rocky Horror Picture Show on Halloween. I don’t really know how to explain what that is or why people like it. But here’s a link to the Wikipedia page, and a fan page that can tell you where to find a showing.
 
That said, a party is also an option. Parties don’t have to be drunken, large, or crowded. They can be a small group of friends getting together to do something they enjoy.
 
The party can be a Halloween party just because it is a party and it is on  Halloween. (Maybe with Halloween-related decorations or food). You can also do Halloween-specific things.
   Some things that some people enjoy doing at Halloween parties:
  • Telling ghost stories in the dark
  • Wearing costumes
  • Painting each others’ faces
  • Having a bonfire and roasting marshmallows
  • Carving and lighting jack-o-lanterns
  • Making pumpkin pie, or just eating it
  • Eating other pumpkin-based foods
  • Eating and/or making Halloween-themed cookies (you can buy tubes of dough to slice and cook if you’d like to make cookies but don’t want to do complicated baking)
  • Watching horror movies
  • Watching Halloween-related movies (Nightmare Before Christmas is a good one.) or Halloween episodes of shows you like
 You can also take things you already like and make them Halloween-themed in some way. Eg: If you write stories together, write them about black cats. If you play roleplaying games, play a Halloween scenario. If you like playing Apples to Apples, make a bunch of Halloween-themed cards and add them to your deck.
 
 

“Well, he throws chairs at people!”

Real Social Skills
Content warning: talks about abuse of people with disabilities in schools and other programs, and ways people rationalize it.
 
A reader asked:
 
Thing about “last resort”- people will often make brutal things to do look connected to things they are not connected to. “You pinned him to the floor?” “Well, he throws chairs at people!” failing to mention that the pinning to the floor was actually because he threw a pencil. Even if it is factually true that the kid sometimes throws chairs at people.
 
realsocialskills said: 
 
Yes, absolutely.
 
Another thing that can happen is that someone will be described as “he throws chairs at people!” even if he did that one time five years ago.
 
Or if another teacher *told* them that he threw chairs at people, and they don’t ask for details. And maybe what actually happened is that he picked up a chair one time, and they decided that meant he was going to throw it. Or he habitually throws chairs, but never actually at people.

Distinguishing between gaslighting and distorted thoughts

Real Social Skills
A reader asked:
how do you tell the difference between when someone is gaslighting you and when you’re doing the distorted thinking thing from anxiety/depression? (for example you KNOW they’re judging you because they’re your parent and you’ve learned what that LOOK means but now they say they’re not judging you which means you can’t trust your own perceptions)
realsocialskills said:
One thing that’s important here is that distorted thinking and gaslighting are not mutually exclusive. When you know that you have distorted thinking, gaslighting abusers sometimes exploit that to get you to doubt your perceptions. Even when you are having an episode of actively distorted thinking, that doesn’t mean that the things someone else wants you to believe are necessarily true.
I think there are a couple of things that can help to sort out what’s really going on and what’s distorted thinking: outside perspective, and paying attention to your perceptions over time.
Regarding paying attention to your perceptions over time: Even if you have depression, you’re not always going to be equally depressed. Even if you have anxiety, you’re not always going to be equally anxious. If you still don’t like what someone is doing to you even when you’re not actively anxious or depressed, it’s probably not distorted thinking.
Also, if every time you object to something someone does, they consistently convince you that it’s distorted thinking, something is probably wrong for real. Nobody is perfect, and sometimes you’re both depressed *and* reasonably objecting to something. If someone consistently uses your mental illness to try to make conflicts go away, that’s gaslighting and wrong even if your perspective actually is distorted.
 (That said, if you’re actively anxious or depressed, it can be hard to tell in the moment whether or not something is a pattern. It’s possible to feel like it is a pattern when it isn’t, due to distorted thinking. That’s a reason why it can be really helpful to pay attention to how you feel over time.)
One way to keep track of how you feel over time is to write a journal. If you write a journal, you can pay attention to how you felt yesterday and whether you still feel that way today. Writing down your perspective is a more reliable way to track things over time than relying on memory. It’s hard to have accurate memories of how you’ve felt over time, and it’s particularly difficult to have accurate memories of what you thought when your thinking was distorted. (That said, journaling does not work for everyone, and if you can’t do it, that doesn’t mean you can’t figure things out.)
Outside perspective can also help a lot. That’s one reason that therapy is very helpful to a lot of people who struggle with distorted thinking. If you can find a therapist who you can trust to have a good sense of when you’re probably getting something right and when it’s probably depression/anxiety-related distorted thinking. This backfires horribly if your therapist *isn’t* trustworthy. I don’t really have any advice about how to find a good therapist (I wish I did, and if I ever figure it out, I’ll post about it), but I know that for many people it is both possible and important to find a good therapist.
Personal blogging can also help as a way to track your perceptions over time and get feedback, but be careful about that. Personal blogging attracts two kinds of people who can create problems for those who struggle with distorted thinking: mean people who try to make you feel awful about yourself, and people who unconditionally offer you validation no matter what you say or do. Neither of those kinds of perspectives are helpful for sorting things out. In some ways, unconditional validation is particularly dangerous, *especially* if there’s a possibility that you’re abusing someone.
Friends and relatives can also sometimes be really helpful, particularly if they know the people involved or observe things.
If you have a sibling you can trust (not everyone does, but some people do), you might be able to have this kind of conversation:
  • You: Sarah, when Mom made that face, was she judging me or was I imagining it?
  • Sarah: Yeah, that’s definitely her judgey face.
  • or, depending on what she thinks:
  • Sarah: Actually, I think she probably didn’t mean it that way this time. She just talked to me about her obnoxious boss and I think it was her pissed at my boss face.
Similarly, friends sometimes have a really good sense of what’s going on.
The caution about blogging goes for consulting friends/family and other forms of peer support. Be careful about people who offer unconditional validation of all of your thoughts and feelings no matter what. That can end up reinforcing distorted thinking, which is not going to help you learn how to improve your perspectives and trust yourself when your perceptions are accurate.
People who are offering you useful perspective will sometimes tell you that they think your perceptions are off base, and they will not be jerks about it when they are critical. They will also not try to coerce you into adopting their perspective. Sometimes they will be wrong. Sometimes you will disagree with them and be right. You are allowed to think for yourself, even if your thinking is sometimes distorted. No one else can think for you, even if you go to them for perspective and help sorting things out.
tl;dr: Gaslighting and distorted thinking are not mutually exclusive. It’s common to experience both, even simultaneously. If you have distorted thinking, people inclined to gaslight you tend to exploit it. Tracking your perceptions over time, and getting outside perspective, make it much easier to sort out what’s actually going on. Sometimes therapy is helpful. Sometimes blogging is helpful. Sometimes friends and family are helpful. Be careful about trusting people who are mean to you or who offer unconditional validation.