Tag: social skills

Expertise and credentials aren’t the same thing

Real Social Skills

Generally speaking:

  • It’s possible to have credentials without being an expert.
  • It’s possible to be an expert without having credentials.

Some specific examples

  • Someone with Special Autism Training isn’t necessarily an expert in communicating with autistic people
  • It’s actually likely that they’ve been thoroughly taught to be incapable of doing so
  • People with rare medical conditions often know things most doctors they encounter don’t
  • Someone with a college degree might not know as much as someone who studied the same subject privately

This doesn’t mean credentials are irrelevant – but they only tell you so much. Don’t confuse them with expertise.

Autonomy includes the right to be wrong

Real Social Skills

Irrational people have the right to make choices.

Personal autonomy is not conditional on other people thinking that you are using it correctly.
That’s pretty much what makes it personal autonomy.
For instance, people have the right not to interact with dogs
  • Even if the only reason they don’t want to is that they have a phobia
  • Even if the phobia is completely irrational
  • Even if they would be better off getting over the phobia and learning to like dogs
  • None of this gives anyone the right to make them interact with the dog
  • That’s their business and their choice
People have the right to decide what they eat
  • Even if it’s for ridiculous reasons
  • Even if they think it’s healthy and it isn’t
  • Even if they are in the grip of food fads and think that avoiding the color blue will solve their health problems
  • Even if they’re too religious for their own good
  • Even if they’re picky
  • Even if they’re fat
  • Even if they’re thin
  • Even if they’re being overly cautious about their allergies
  • Even if they are completely, utterly wrong
  • People have the right to make their own decisions about these things
People have the right to end relationships

  • Even if they’re only doing it because of a fear of committment
  • Even if the person they’re breaking up with has all kinds of reasons for thinking the relationship is a good idea
  • Even if they’re going to regret it
  • Even if it’s a stupid decision
  • People have the right to make their own choices about who who spend time with and be close with
People have the right to choose how to spend their time
  • Even if they are wasting it
  • Even if they will regret wasting it
  • Even if they have tons of potential and could be accomplishing so much more if they just applied themselves
  • Even if they watch a lot of TV and have terrible taste in TV
  • Even if they express dissatisfaction with the choices they are making
  • People’s time is their own, and they have the right to choose how they spend it.
The right to make choices includes the right to make mistakes.

A starting assumption

Real Social Skills

If:

  • People who can communicate clearly generally say they don’t like something, and/or
  • People who are allowed to say no and have that respected generally refuse to do something…

Then:

  • You should assume that people who aren’t allowed to say no don’t like it either, and:
  • You should assume that people who can’t communicate clearly don’t like it either

And:

  • You shouldn’t do that thing to someone who can’t say no without a *really* compelling reason. 

None of these things are compelling reasons:

  • They’re low-functioning, r-worded, have special needs, or are difficult to manage
  • They’re not actually screaming when you do the thing to them
  • They’re a compliant audience
  • You enjoy doing the thing
  • You feel that it is good for them
  • It makes them look more normal
  • It makes them easier to manage
  • It keeps them busy
  • It’s therapy
  • An experienced expert told you to
  • It might conceivably offer some health benefits
  • Your religion says it is important

When people can’t say no easily, it’s of the utmost important to make good guesses about what they’re consenting to and what they aren’t. If you start from the assumption that they don’t consent to things most other people don’t consent to, you’ll do a lot less harm.

Assuming we are listening

Real Social Skills

Often, people write about marginalized groups of people, in ways that make it clear that they’re assuming that we don’t read what they say.

So – whenever you’re writing about a group of people, assume that some members of that group are listening.

Disabled folks, people of all races and ethnic groups, people of all or no religion, women, men, trans* people, poor people, rich people, mothers, fathers, children, teenagers, lots of other examples…

When you speak or write publicly, everyone in every group might be listening. Assume they are. It will make your work better.

Recreational anger

Real Social Skills

Sometimes it is fun to be angry.

Sometimes it is satisfying. Sometimes it fuels creativity.

And sometimes we get angry on purpose, for the sake of being angry.

We go out and look at angry-making things. To get angry. 

It’s ok to do that, up to a point. Because it can be useful, and it can also be an effective way of coping with some of the awful things in the world. (Seeking it out on purpose and dealing with it on your terms can be better than waiting for it to come to you.)

But it’s important to know when you’re seeking out angry-things and not to make an anger-centered world view.

There is a lot to be angry about. A lot a lot a lot. And it’s good to know that. But don’t make the rest of the world disappear, because there’s a lot of good too.

And when you’re doing recreational anger, don’t direct your anger at people who don’t deserve it. It’s ok to get really angry on purpose, but it’s not ok to vent it on someone who innocently used a problematic word after you just read a bunch of horrible articles to make yourself angry.

Make space for anger. Use anger. Use your powers of anger for good. But don’t let it take up all the space.

When you realize that it’s wrong…

Real Social Skills

A reader asked:

I’m asking you because you are a good person. My brother has dyslexia and all his life he was bullied to think he was worthless, a mistake of our mother. I admit I have my parcel of blame in this, but I too was raised to think of him of a lesser being by our grandmother. These days he’s being bullied by his teachers, expecting him to get higher grades, again, like mine. He asked me the other day what he would do with his life, because he really thinks he is unskilled and is  a big waste of time and space. He asked me what he is good with, because from his eyes, he can’t do anything right.

I honestly don’t know what to say to him and I know this is pretty much because I was born resembling my grandmother with my father’s memory while he resembles mother in almost everything, whom grandmother hated until she died.

I don’t know what to do, please help us.

I don’t know your brother and I don’t know what he’s good at, so I can’t address that directly, but, here’s what I can suggest:

Talk to him about the abuse

  • Tell him that what you and your grandmother did to him was wrong
  • Tell him that what his teachers are doing is wrong and disgusting
  • Tell him that he shouldn’t be treated like that and that it isn’t his fault
  • It’s not because of his grades, or anything about him. It’s because of prejudice and hate
Be honest about your part in it, and do what you can to treat him right from now on
  • Tell him that you’re sorry for your part in it, but don’t make it about you trying to feel better or get him to reassure you
  • Be specific about things you’ve done to him that you think were wrong
  • Don’t do those things
  • When he points out that you’re still doing those things, apologize and stop
  • Don’t expect him to trust you just because you’ve realized it was wrong – you have to stop doing it, over a long period of time, before it’s likely that you will seem safe
  • Listen if he wants to talk, but don’t push the issue
And here are some things I’d say to him directly, if I was talking to him rather than you:

It’s ok not to know what you want to do or are good at:

  • Doing stuff is awesome, and life gets better when you find good stuff to do
  • Everyone has worthwhile things they can do
  • It takes time and work and exploration to figure out what they are and get good at them
  • School isn’t conducive to this kind of growth for everyone
  • School is actively harmful to some people.
  • Having school and an unsupportive family undermine your ability to find things to do is really, really common for people with learning disabilities
  • It isn’t your fault that this happened to you, and struggling in that environment doesn’t suggest anything bad about you
  • You don’t have to be a super accomplished superhero to have worth as a person. Don’t hold yourself to that standard.

Spending more time on things you like helps:

  • People who struggle with school are often taught that anything they like is a waste of time, and that they should stop doing it and spend more time banging their head against impossible or barely-possible assignments
  • That’s really bad advice; you can’t develop your interests and abilities by renouncing everything you like
  • Finding stuff you like and are good at is more important than faking normal at school.
  • If you like video games, play them
  • If you like TV shows, watch them
  • If you like cooking, cook things
  • If you like talking to people online, find people to talk to
  • Etc etc. These are just some examples of things some people like, not necessarily things you do or should like. Do things that *you* like.
  • Doing things you like is important. Even if they’re activities other people don’t value very much. You have to explore to find out what you like and can do well. And you need space to do that in. So, take some space.

Acknowledging limitations creates abilities

  • People with disabilities are often taught that if we don’t acknowledge limitations, we won’t have any
  • And then we are forced to spend lots and lots of time and effort pretending that this is true
  • We spend so much time pretending that we can do things and forcing ourselves to do things that are barely possible, that we don’t have much available for anything else
  • If we acknowledge limitations and stop doing that, then all that time and energy becomes available for doing other things
  • And then we can actually start doing things well and succeed at things
  • Acknowledging and understanding disability is one of the most important life skills anyone with a disability can develop.

Connect with other people with similar issues:

  • Special ed teachers and other alleged experts often don’t know what they’re talking about
  • They will often advise you to do actively harmful things
  • Peer support from other people with related disabilities helps, because they often know what they’re talking about and have strategies for dealing with it.
  • In any case, judge for yourself and do what you think will help you. No one else gets to tell you what your coping strategies have to be.

Another thing about rocking

Real Social Skills

Rocking can make things bearable that aren’t otherwise.

There is the rock for when it’s scary. Or overloading. That helps. It does.

And sometimes, rocking makes it possible to stay in situations and have interactions that would otherwise be impossible.

If you get overloaded and you don’t rock, it might be time you tried.

Asking what things mean

Real Social Skills

 Sometimes people say abstract things that aren’t very comprehensible.

Sometimes this is because they are assuming background knowledge you don’t have.

Sometimes this is because they’re referencing something complicated, and not being clear.

Sometimes this is because they aren’t actually saying much, and are using convoluted words to sound like they are.

It is possible to ask for clarification, but not directly. You can’t say “Did you actually say anything?” But you can often get clarification with one of these kinds of questions:

  • That sounds really interesting, can you say more about it?
  • I’m not sure I understood, can you give me an example?
  • That concept sounds really great, but I’m not sure I quite got it – how does that work in concrete terms?
This frames things as you listening, wanting to understand, and asking for their help in understanding. (Which is in fact what you are doing, even if you suspect that they aren’t saying much.) This usually doesn’t offend anyone, because people like to be understood.
(That said, people do sometimes take offense, and if they start to take offense, back off right away rather than trying to explain the intent of your question. It won’t help.)

Something simple that can make presentations more accessible

Real Social Skills

If you will be using a handout in your presentation

  • Make more copies than you think you need. (Accessibility is more important than conserving paper)
  • If it seems like you don’t have enough copies, ask if anyone needs their own in order to be able to follow
  • Wait 10 seconds to give people a chance to respond.
  • If anyone needs their own, give it to them before you pass the sheets around to everyone else
  • (Some people need their own because they have to hold it in a particular way to be able to see the print clearly. Or because they need to write on it in order to follow. Or because they have communication problems that make sharing a document difficult).
  • Before your presentation, upload your handout file to dropbox or another file sharing site
  • Before you begin, let people know that it is available and where to find it
  • Put the URL on the print copies and the board
  • This is helpful because some people need large print or other modifications, or can turn pages on a computer but not a printout, and making files available makes the content usable

Power is not evidence: a rallying cry against dehumanization

Real Social Skills

Content warning: this post contains somewhat graphic examples of horrible things that happen to people. Proceed with caution.

There is a lot of abuse in this world. A lot of people have far more power over others than they ought to, and even necessary power is misused routinely. Even good people with good intentions harm routinely others by misusing their power.

Often, when force is used against people, they’re presumed to have deserved it. Or worse, to have deserved it because they’re a Kind Of Person who inherently needs to be treated that way. And this is bad. It allows abuse to go unchallenged and even to seem noble – in cases where if people would just *look*, they’d understand.

For instance:

Sometimes people are punished. This is not, in itself, evidence that they did something wrong, or that they are bad, or that they were behaving substantially differently from others. It’s evidence that someone powerful decided to punish them. And that’s all.

Sometimes children are put into segregated programs. This is not evidence that they benefit from segregation, or that they are a kind of person who needs that. It’s evidence that someone powerful decided that kids Like That don’t belong around the real kids. And that’s all.

Sometimes teenagers are sent to harsh programs for bad kids. This is not evidence that they were bad, that they deserved it, that the programs benefited them, or that they are fundamentally different from other kids. It is evidence that someone powerful decided to send them to a program. And that’s all.

Sometimes people are institutionalized. This is not evidence that they are dangerous. It is not evidence that they need to be locked up for their own good. It is not evidence that they are a kind of person who can’t be free. All it’s evidence of is that someone powerful decided they weren’t really real, and needed to be separated from the real people. And that’s all.

Sometimes adults are described as having no mind or having the mind of a little child. This is not evidence that they are incapable of thought or communication, or that they’re a kind of person whose choices don’t matter. It is evidence that someone powerful decided not to listen to them. And that’s all.

Power is evidence of power. And that’s all. And keeping that in mind makes it possible to notice what is actually going on, and to treat people a lot better.

And when you understand that power is not evidence, there’s the horrible part, because you have to notice the abuse and the horrors you used to be able to ignore.

But there’s also the wonderful part. Because you realize that everyone is real, and that nobody needs to be treated as an unperson. And that this horrible brutality and dehumanization is completely unnecessary *and that it can be stopped*.

And if you remember, if you can keep in mind that everyone is real and that power is not evidence – you can become trustworthy. Some people are the targets of pervasive dehumanization efforts, and – if you are able to see this as absolutely unjustified, on a core level, if you can be trusted to see others as real *all the time*, you can prevent these efforts from working.

This is an important skill to acquire. It can save lives (sometimes, including your own).