Stigma and Stereotypes: The Lessons We Teach Inadvertently

Yesterday was crazy, which I expected.  One of our sons has a strange protruding spot in his ribcage that we've been trying to figure out since February.  Nothing showed up on x-rays, nothing really by examination, but when our psychiatrist ordered a routine EKG our son's doctor thought she might have found the answer.  She thought his heart might be backwards.

You can imagine this totally tickled the ADHD minds in our house.  Especially my son who has named the protruding spot, his alien chest baby, 'Lil Elmo.  We were off to the Children's Hospital in our area where we would spend hours doing a new EKG, waiting, having exams, talking medical history, waiting, and eventually having a sonogram of his heart before getting an clear answer.

All that waiting meant lots of children's programing on every TV in every waiting room.  It made me long for the days of Between the Lions, Sesame Street, Dragon Tales and the other programing of my kid's youth.

In the end we were stuck watching a pseudo-interactive magical word fairy tell stories and teach sounds all with an underlying life skill lesson.  I was tired.  I was hungry.  I was cranky.  And when they started to tell the story of the magical porridge pot illustrating the importance of listening I became mother bearish about the implications.

I actually remember reading the story as a child. This was not the same story.  This was an absent minded, distracted girl whose father gifts her, for no apparent reason, with the magical pot.  Gives her instructions and leaves.  She, of course, floods the house because she was not paying attention, she did not listen, as she was supposed to and couldn't remember how to stop the pot from making porridge.  Listen was the word of the day.

The cranky, hungry mother bear in me saw this as a continuation of some dangerous stereotypes about inattention.  I suppose I saw in this little peasant girl as my oldest daughter.  We had no idea what ADHD was back when she was little.  Every teacher seemed to negate our concerns about ADHD by telling us that she was sweet and meant well.  She couldn't be ADHD because she wasn't disruptive; she was dreamy and creative.  If she could just try harder to pay attention, to listen, she would be fine.  She was the little peasant girl.

Stereotypes and stigma can be dangerous and this show seemed full of them.  First, that kids who don't pay attention do it intentionally.  They are irresponsible, ditzy, and therefore end up being destructive. Second, that if they wanted to, if they understood or respected the importance of the information, they would pay attention and listen. 

Neither of these are true.  The danger of portraying inattention (ADD/ADHD) in this manner is that those who suffer trying to maintain focus, pay attention and fail: not because of their intentions, their desires, or their intellect, will view themselves as broken because they can't remember simple instruction.  Our little peasant girl is 20 now and still fights her feelings of inadequacy and failure.  Equally as stigmatizing would be raising another generation that views others who struggle with the way their brains are wired as disrespectful, careless, and unintelligent.

Of course, maybe the father had it too.  Maybe he's in denial about his own ADD/ADHD.  There is, after all, a strong genetic link to ADHD/ADD.  Maybe this explains why he impulsively gave his young daughter a pot that could flood the house with porridge.  Or why he only gave her important operating instructions once and didn't have her reiterate the instructions or write them down for future reference, just left her alone with the pot.

My husband thinks so.  He was that way once.  Now he embraces his own ADHD and works hard to manage and harness it to his benefit.

Children's programming I feel as though you failed me.

I realize that my reaction came from a loaded place.  I even recognized then that I was overly angry. Nonetheless, I was happy to leave the magical word fairy behind and get back to the business of the day.

It wasn't long before the cardiologist came back and announced that Hunter was totally normal.

Totally normal?  He missed the part seconds earlier where he was wishing he was a shape shifter so he could turn himself into a Muppet. Where he was demonstrating by trying to throw his head all the way backwards, mouth wide open, dancing like a Muppet. 

And the part as we were walking out where Hunter was disappointed that he couldn't tell people his heart was backwards - after all that would've been pretty cool.

Studebakers and Bullet Trains

It has been an interesting year and a half.  You know that they say you never realize what you have until it’s gone.  This last year and a half we have been deep in pre-production, then production and now post-production of a feature film and Mark has been mostly GONE. Boy have we learned some stuff in his absence.During production everyone got to help. 

It was a family affair as our 3 oldest girls finished school a month early so that they could work as production assistants for their father on the film.  They got to rub elbows with the actors, distress clothes, gather props and wardrobe, dress sets and break down when everything was finished.

Post production is very solitary work; there is just a bunch of editing, re-editing and special effects to attend to.  Consequently, Mark goes from his day job straight to the studio he shares with his brother where he works as long as he can keep his eyes open and then sleeps at the studio.  He is only home on the weekends, with the occasional exception of a birthday or emergency.

As it turns out Mark provides a great deal of balance to the house.  I think it is because, as he puts it, he speaks the native language, the language of ADHD (Attention Deficit Hyperactivity Disorder). There are many times where he can understand, comfort and motivate in a way I can’t seem to achieve because he understands, really understands, the way a majority of the members of this house think and operate in their surroundings.

In his absence I am overwhelmed and overloaded.   The kids are struggling to find balance and communicate with me, who has very limited ADHD language skills.  I have really tried over the years to understand the way that Mark and our ADHD kids think, because there really is a difference in the way that we think and process information.  Despite my efforts I do not fluently speak the native language.

Every dark cloud has its silver lining.  We, the kids and I, are forced to better speak each others languages so that we can function, each other’s language. This is the key here and was the topic of much discussion this weekend.  Which resulted in what I thought was an excellent analogy.

Studebaker's and bullet trains, as you probably guessed I am in the Studebaker.  That is where Hannah and I mosey along the road taking in all the detail, enjoying a quiet peaceful ride, enjoying the view in its entirety.  The bullet train is, of course, traveling along with Mark and the 5 ADHD'ers in it at break neck speed.

Mariah argued that there is plenty of detail to be found on the bullet train, there are bug guts all over the windshield that can be seen in great detail.

Mark made the point that a lot of detail is lost because of the sheer speed at which the bullet train travels; comparing Rachel and Hannah and their reading skills.  It was quickly agreed upon that though Hannah and Rachel both read very quickly Rachel would finish a book faster if they started at the same time.  It was also agreed, as pointed out by Rachel, that Hannah would remember and comprehend more because Rachel skims the page and Hannah reads every word.

The problem in our house is that the bullet train keeps cutting off the Studebaker, they run right over us.  Enjoying the fast paced ride they rarely realize the offense, rarely stop to check out the damage, and rarely fix what has been broken.

It was interesting to listen as my husband explained the difference in these terms.  One thought, Hannah and I think that one thought in its entirety, from beginning to end (at least we try to).  One thought for his brain, for Rachel, Mariah, Mary, Hunter and Jaren’s brains is never one thought.  It opens an array, as he put it, in which every possible thought connected with that thought and a few that are not attached are explored in milliseconds.  It is its own conversation.

 Meanwhile, Hannah and I are still on the one thought, we are waiting to have the rest of the conversation and they are already done with it.  Anything we say or add is annoying because they have, mentally, already been there done that.

Their annoyance becomes obvious.

It was enlightening to our ADHD teenagers, especially Mariah who really has thought for years that the world was out to annoy her by telling her things that she already understood.  In fact, she put it just that way...

“You mean they aren’t trying to annoy me... they aren’t insulting my intelligence by continuing to talk about something I already get.”

It was a harsh reality as they started to recognize the side effects of life on the bullet train. 

Ironically, even as they were trying to rectify the situation and slow things down to listen to Hannah they kept interrupting her and then reminding themselves and her that they were going to let her express herself.  She must have restarted her thought about 20 or 30 times.  Fortunately she doesn’t have ADHD; she was able to keep track of what she was saying despite the interruptions.

Over the years I have made considerable effort to understand the way my ADHDers communicate and try…TRY to communicate in a way that they understand.  My husband, likewise, has made great efforts to communicate the way I do.  The result has been very positive for us.

He explained it to our kids like this; there are customs and cultures that come with any of the different languages of the world.  In a sense ADHD and non ADHD are like different languages, we NEED to learn to speak each others languages - each seeking to understand the differences and needs of the other. Learn to respect them, honor them.  That is hard to do while riding on the bullet train but it can be done.

More directly Mark said, “Just because you may already know where the Studebaker is going, it does not mean you have to spoil the ride for those that can't ride on the train without getting nauseous.  There is something of value on both paths and there is always something that can be learned from both means of transportation... it is the fool that is unwilling to consider both as viable and beneficial.  You may prefer one over the other, but if you want a true adventure, try the road less traveled now and then, you may actually learn something.”


Truth be told it takes great effort for those used to the bullet train to slow it down to the pace of the Studebaker.  Certainly it takes equal effort for those of us who like the Studebaker to brave the speeds of the bullet train and try to hang on for the ride.

...In the end we will all be better for it.

Math, Music and Social Skills

How does one receive a 0% on an non-graded assignment?  That is what Mariah wondered about her Math Lab post that many of you have read (if not see She Turned it in But Will They Post It).  She was sure that she was going to have to submit her rather plain alternative, "My name is Mariah and I am afraid of math."  When she finally got a hold of her math teacher and was able to ask her about the post.

Mariah, Rachel and Hannah attend a virtual high school through our school district called Dunlap Leadership Academy.  All of her work is on the computer and her teachers are remote, though they go up to the schools computer lab everyday to work on school (you can also do school remotely - it  covers 7 counties - but we already have 3 kids using our internet each day and they want a little social interaction). 

While Mariah had her teacher on line she cornered her about the Math Lab post - had she read it?  Did she need to redo it?  Apologize?  As it turned out the teacher was having problems with the school and it had arbitrarily given Mariah a 0%.  The teacher loved it and actually passed it around the school to other math teachers who all agreed that while Mariah might not be a math genius she was pretty smart and very funny.

In the mean time she insulted her music theory teachers intelligence by telling her basically, "I know the answer I am am just seeking your professional opinion and wondering if you really teach music or know anything about music."  Ahhhhhhhhh Mariah.  You can see why when Mariah tells us she's been talking to a teacher we stop breathing for a moment.  Waiting to hear if it is witty and brilliant or demeaning and insulting.

Mariah has never been known for her social skills.  It is truly one of her great ADHD struggles.  I remember well and share often a time in the 7th or 8th grade when some poor band-mate made the mistake of asking Mariah what she did over the weekend.  Mariah attacked her verbally then later asked how she could ever think that she knew her well enough to ask such a private question.  Imagine her surprise when I introduced her to the concept of small talk.

Over the years she has worked hard to develop those pesky social skills.  Probably the greatest skill she has gained is the ability to go back and try to communicate starting most conversations with, I really suck at this so please forgive me - I was trying to say...

She had that conversation with the music teacher - it ended on a good note.