Tag

theory of mind

Bella

Posted by — No Comments

When I notice a behavior in a student, I think about it. I spend time analyzing, thinking, hypothesizing. There’s almost always a reason the behavior is occurring; it’s like a puzzle and I want to solve it.

So I’ve been thinking about Bella, one of my little elementary-schoolers – adorable Bella, with significant communication and social difficulties, among other challenges. A lot of the behaviors Bella exhibits, the things she says, or the games she plays, might remind you of what your preschooler says. But that’s not the concerning part. Bella acts the way she does, because that’s where she’s at developmentally. When a child didn’t yet have language, or any sort of interaction skills in preschool, they never got the chance to go through the phases of sharing, turn-taking, cooperation. They might not have had the experiences of having a toy grabbed out of their hands, grabbing at someone else’s toy, crying because they lost a game, getting angry when they can’t go first. So sometimes, we see those behaviors at age 9, because now they’re there.

Bella has been mean lately, to her friends. And I’ve been thinking – trying to figure out why she’s acting mean. And the other day, I watched through a different lens, and it clicked.

Bella and her friend Nicole came into speech the other day. When I asked how her weekend was, Bella told me that she had gone to a playground with Nicole.

“I went down the slide!” Bella told me excitedly, arms flapping.

“I went down the slide, too!” Nicole added.

Bella stopped flapping. She glared at Nicole. I watched.

“I also swung on the swings,” Nicole said.

Bella slammed her hands down on the table. “I swung on the swings! STOP COPYING ME!!”

Nicole looked at me, and then back at Bella. “I’m not copying you, Bella. We went together! We did the same things together!”

Oh.

When I thought back to when Bella gets upset, the pattern emerged. She gets “grumpy” and gets “Mean Jean” in her head when she perceives a friend to be copying her. And during those times, the friend is not copying her. The friend is agreeing with her, sharing a similar opinion, talking about a shared experience, or adding to the conversation.

While we often see kids get frustrated when someone has a different opinion (e.g., You can’t like tomatoes! Tomatoes are disgusting!), this is a little different in presentation. But it comes down to the same principle – understanding that different people have thoughts in their heads. Those thoughts might be the same as ours or different than ours, but everyone’s brain thinks its own thoughts.

So, I whipped up a social story, and the next time I saw her, she and I read it together:

When we were done, we played with some animal figurines, and Bella processed what we had just read by acting it out. My monkey figurine kept accusing her duck of copying me. Then the bear teacher reminded the monkey that two animals could have the same thought. Then during recess, the monkey and duck talked about movies and games that they liked. They realized that when they liked the same things, it was fun.

It’s a struggle for Bella to generalize much of anything she learns. Chances are good that we will need to read this again, and again, and again. And play, and act it out, and give her chances to practice.

The ultimate take home message – there’s always a why. Bella is not innately a mean kid. She’s not going through a mean streak. There is a reason she gets angry and frustrated about certain things.

There are locks, and there are keys, and some are clear and some are hidden, but we look. We don’t ever stop looking until we find them, put them together, and figure them out.

A Social Thinking Lesson

Posted by — 2 Comments

Disclaimer: As per usual, this post is completely unedited. And I’m tired. So it is likely hard to follow and doesn’t make sense. And I realize that I say that all the time but this time it REALLY is a mess. Like, for real. And it’s hard topic and post to write about coherently because it involves so much dialogue and inner thoughts. So, apologies in advance. But, hopefully the content and the ideas behind it come through. 

———————————————-

One (of about a billion) things I LOVE about my job is that we deal with anything and everything. When situations arise, as they do with the kids we work with, we problem solve, and address immediately. And we’re lucky to be able to do that, in an environment that solely focuses on stress management, social competency, and self-awareness, without the academic demands. But more on that another time.

So when it came to my attention that staff members had overheard their pre-teen male (ASD) campers making jokes about rape and sex, we acted quick. That day I spoke to my boss, who is a clinician, who spoke to several other colleagues of ours, she got back to me, and I created a Social Thinking lesson based on another lesson from a colleague to do with the groups. The very next day, conversations were had with all of the participants and I did two groups on that topic. 

I don’t tend to talk about specific things I do with clients/students/campers in therapy or groups, but I felt really proud of this lesson and got a lot of good feedback from parents, staff, and most importantly, the campers themselves. So, I will share. 

I’ve done the lesson so far with two groups. To frame this: Both groups are five or six pre-teen or teenagers, one group is all boys and one group is all girls. All of the campers have social cognitive/competency deficits, and most of them have an Aspergers, ASD, or related diagnosis. 

We began with a discussion about what humor is. That was easy for them. I then took out my whiteboard and drew two columns, “Positive” and “Negative”. I explained that there can be positive and negative effects of humor, based on how it’s used, what the topic is, and who the joke is shared with. I was SO impressed at how quickly they thought of things. “Positive” effects that they thought of included: people will like you; make friends; get out of an awkward situation; avoid dealing with something hard; and “Negative” effects included: people think you’re a bully, people not wanting to be around you, getting in trouble with the law, getting suspended or expelled, getting a bad reputation. This was with pretty much no prompting. They had SO much to say. 

After we had flushed out that discussion, I introduced the idea of “deadly jokes.” The concept being, that there are certain topics that if joked about, almost always can have negative effects with friends, family members, teachers, colleagues, etc. I told them there were at least 7, and challenged them to come up with them. The boys group immediately came up with race/religion/nationality and sexual orientation. The girls instantly talked about disorder/disability, mental health, and sex. Overall, between both groups, our list included:race, religion, nationality, sexual orientation, sex, disorder/disability, mental health conditions, coworkers/colleagues/teachers/students, physical looks, violent crimes. Again – this was with almost no prompting. 

During the boys group, one of the guys said, “I know those are jokes that certain people would find offensive. But I would never joke about the topic that the person found offensive.” So we had a big conversation about perspective taking and theory of mind – that you can’t KNOW what a person is dealing with, you can’t KNOW that offends a person unless you know them inside and out – and even then, you can’t be sure. I got some rigidity and push-back, so we went through each category. “Can you ALWAYS know someone’s religion based on looking at them? Can you ALWAYS know someone’s sexual orientation by looking at them?” (by the way – that answer that I got was ‘yes, sometimes’ so we had a conversation about stereotypes and how they are often based in fact but can’t be our sole piece of information). We talked about things you can know by looking at a person and things that might offend them that are “invisible,” that you would never know otherwise. They were very interested in the idea that jokes could ultimately involve the police or authorities, and one of them brought up what would happen if you joked about a bomb at an airport. Another boy responded, “But you’d be joking!” So – another conversation about perspective taking, how a bystander or official wouldn’t KNOW you were joking, and there are protocols they must follow.

And then I brought up rape. Because that’s where this all stemmed from. The interesting thing? When I asked, “What about joking about rape?” they ALL vehemently shook their heads and said, “No no no! You can’t joke about that!!” but when I then follow up with, “Okay. Who knows what rape is?” not a single one of them knew. 

And that’s why we do these lessons. The things our kids say – it’s not that we let them get away with it, or make excuses, but so often they just don’t know. Some of the boys admitted they thought rape and sex were the same thing. Some said they heard of it and knew it was bad but didn’t know what it was. So we talked about it. We talked about why you can’t joke about it. And they all left with an understanding.

The girls group was different. One girl brought up how friends joke with each other about things that others couldn’t joke about – like girls saying to each other, “Omg, you’re such a bitch” can be joking and harmless or harmful depending on the relationship. Another girl referenced “Mean Girls” and how they call each other “sluts.” A third girl said that she would be really upset if anyone made a joke about mental health conditions. And a fourth girl shook her head and said she wouldn’t care about that, but if anyone joked about learning disabilities she would rip their head off. Again, a conversation about differences, how one size does not fit all, how each person is different. The girls role-played what they could do if they overheard jokes like those, if they bothered them, or if they didn’t. We talked about how it’s okay to not laugh at a joke, even if everyone else is.

These are things our kids don’t know. These are things that if they aren’t taught, they won’t learn. And saying to them, “We don’t say that!” or “That’s inappropriate!” isn’t enough – because they don’t know WHY. It’s meaningless and unclear to them. We have to clarify. Even if it’s uncomfortable, even if we want to maintain innocence. We have to. For their sake.