Showing posts with label EQ. Show all posts
Showing posts with label EQ. Show all posts

Tuesday, July 21, 2015

MORE OR LESS

We’re more and more aware that our sensory sensitivities are intricately interwoven with our mental, emotional, physical, and neurological proclivities. This holds equally true – in very different ways – for my son and me.

Just as I often suspect I feel “too much” as compared to others, I think too much as well. Here’s an example: I was in a local coffee shop, reading a sign on a muffin: “Uni        Corn Muffin,” it read, with the “Corn Muffin” part all typed and official and the “Uni” handwritten.

I began to consider this puzzling marker...Did it herald some sort of prestigious, single-source, locally-farmed corn? Just one particular type of corn, a Silver Queen or Butter n Sugar perhaps? Or were they referring, trendily, to “uni” as in sea urchin?

I definitely didn’t want that!

“Um...what does that mean?” I asked the incredulous cashier, pointing to the sign.

“Unicorn?” she said, with pity.

Oh.

Pardner asked me not long ago, “When do you decide to put on lipgloss?”

I think he expected an answer along the lines of, “When I don’t have any on.”

I, however, gave him a very long, involved answer, touching upon the vicissitudes of being a ghostly-looking white person, what sorts of textures there are in lip things, the many, many sensory and chemical qualities that can be wrong with various lip-related products, what makes for a good lip gloss, and, most importantly, how incredibly painful it feels for me when my lipgloss wears off in even a tiny part of my lip...


                                              Figure I – Amount of Dry Lip That May Lead to Crisis

There’s a potential world of pain in a dry lip, and I say this as someone who bears the chronic pain of rheumatoid arthritis with nary a whimper (rheumatoid also brings me raynaud’s syndrome, which adds to dry lip – help!). I say this as someone who has lived quite a life and is amply endowed with “perspective.” I am pretty butch...but don’t leave me stranded without my chapstick. Burt’s Bees original, to be precise, with the Lip Shimmer on top.

Some of you will be reading this aghast. Indeed, I might be called an over-thinker, and/or an over-feeler by many, be it regarding muffins, lipgloss, or just about anything else. Others will be nodding along, having experienced life with sensory processing differences.

I am not saying people with high physical sensitivities necessarily have high emotional ones, just that our physical, emotional, neurological, intellectual, and all other “parts” are so intricately related. Sometimes our “parts” complement each other – and sometimes they exacerbate each other. We notice and feel and think and so on, more or less, more and less, more and more, less and less....It’s part of who we are.

Take my G, he’s a smart, caring, and thoughtful giant little dude, but, as I have mentioned before, he wouldn’t notice if there was a pound of schmutz on his mouth. In sensory processing lingo, he’s an “under-responder.”


                                    Figure II – Putative G Mouth: Yes to Schmutz, No to Crisis/Cleanup

Perhaps partly because of this less-sensitive-to-irritants way of being, G is so relaxed and natural about life. He’d read “unicorn,” no problem. He has a carefree heart. He feels a lot, but his feelings, so far, are remarkably positive. In contrast, I have to work pretty hard to stay upbeat, because of all that’s literally weighing on me. Being more sensitive overall – an “over-responder” - has a lot to do with this need to make quite an effort just to function at times.

G’s executive functioning is almost non-existent, and I know this, along with some social differences typical of neurodiverse persons, as well as non-noticing of schmutz (and other hygiene issues), will bring him many, many challenges in the years to come. But how about his EQ (emotional intelligence)? Off the charts. What balance and wholeness this seems to bring him!

Just yesterday, G pulled his socks on over soaking wet feet without screaming. In fact he was smiling and chattering while he did so. How liberating would that be? I wouldn’t change either of us  – and I am not crazy about the judgy aspect of terms like “over-“ and under-responsive” – but I do find our differences fascinating. I watched him doing this little thing I could never do, and I marveled at the range of ways of being whole, at how our mores and lesses -- RATHER THAN MAKING US MORE OR LESS -- make us, us.

Love,
Full Spectrum Mama



Welcome to the Sensory Blog Hop -- a monthly gathering of posts from sensory bloggers hosted by The Sensory Spectrum and The Jenny Evolution. Click on the links below to read stories from other bloggers about what it's like to have Sensory Processing Disorder and to raise a sensory kiddo! Want to join in on next month's Sensory Blog Hop? Click here!


Monday, April 14, 2014

CONFERENCE I: THREES

If you’ve been following this blog at ALL, you know that Z is a superhero-genius, with a conservatively-estimated IQ of 923. All parents are soooo objective, but most especially parents of children who were adopted, because that latter event basically frees us up to brag in an unfettered way by virtue of not sharing genetics. Naturally, Z being the next Curie/Vos Savant/Sandberg, I was expecting a pre-tty fabulous report card this spring.

Alas.

She received threes, meaning “Meets grade level expectations,” across the board. Several pages of threes. Out of  **50** possible grades, only three were not threes! She got a two, or “making progress toward meeting grade level expectations,” in the area of “demonstrates self control.” The ONLY fours she received were both on reading speed, during timed tests.

Z’s teacher is one of the best in the state, so I knew these grades were more related to Z than a failing on her teacher’s part. Still, I hoped her teacher could help with ideas about improving both her work and her grades.

During our parent-teacher conference, Z’s very kind, very experienced, very gifted teacher admitted she’s not at all sure how to get her to do better. She told me that Z finishes everything ahead of all the other students. Then, rather than polishing her work or doing a little extra, she socializes, which, depending on who is next to her, can often be a problem for that neighboring student. She has been offered the opportunity to work on an optional special project of her own, like other gifted students in her class – something for which her teacher gives up her own limited free time --  but has opted not to do so. Rather than focusing on learning, Z’s focus is often on “side conversations.” Because she is quick, she manages to “meet grade level expectations” – but only in a perfunctory fashion.

It’s the same thing with her homework. She has reading homework every day for twenty minutes? She reads for twenty minutes. She is asked to write a sentence using a vocabulary word? She writes the shortest sentence possible. Not working hard feels so alien to me, the quintessential OVER-tryer, despite having been schooled on this subject by many brilliant friends who were underachievers in school…Something about “If everything is easy for you, why ever make an effort”??

There is also the possibility that I am/we are putting too much pressure on her, that we are having overly high expectations. Perhaps she’s not quite as exceptionally smart as I have always thought. Her teacher and I were obviously on the same page in feeling that Z is not even close to living up to her academic potential, but maybe we were basing our assessment of Z’s potential academic intelligence on her apparently immense emotional intelligence. Or maybe her approach to schoolwork is a survival thing, sort of a “do what you need to do to get by” scenario? Nonetheless, it’s evident that Z needs to up her game a bit; and that we adults need to somehow inculcate an attitude of pleasurable effort to replace the getting-away-with-the-minimum stance she’s exhibited thus far.

The parent-teacher conference was a few weeks ago. The other day, Z and I had mama-daughter time while G was in drama club and as we walked I lectured her extensively (yes! I am fun!) on doing her best, taking initiative, etc. After talking at her for some time, I realized what I was doing and asked her why she is only doing the minimum. She finally confessed she “just want[s] to get it finished!” She is proud to finish before the others in her class, and simply not will to do more, unless it is clearly required.

I asked her if she thinks she’s as smart as other kids in her class, and she said “smarter.” I explained to her that the kids who are really smart are the ones who are learning as much as they possibly can, adding that you can be the smartest person on the planet but if you don’t work hard no one will ever know – and you’ll accomplish little.

I turned at this point to a beloved longtime educator friend, who also happens to be the Dad of many sons, to see if he had any suggestions. He offered the idea of giving Z extra projects. In his family, African history was the subject of choice. I decided to have Z study Chinese history. I had her get all her Chinese history and culture books together. I asked her to begin reading a chapter of the top book in the pile that afternoon. Afterwards, she would be expected to write a report.

I was doing the dishes -- with dinner on the stove – when, a few minutes later, she called out: “Hey, Mom…does this count as doing my reading homework?”

“Sure!” Scrub, scrub scrub...wait a minute! “…NO!!!! Come on, [Z], that’s my WHOLE POINT!”

I don’t have enough brain-space for this malarkey. Available doing-dishes brain-space is utilized pondering the truly important things, such as: do we actually have more nose hair as we get older? If so, is that why boogers seem to hang down in there more? And if both of these are true, is that FAIR? (My vote? No.)

But back to the matter at hand: after this interaction I logically must conclude that Z is a genius after all.

Next: CONFERENCE II: FOURS AND TWOS

Love,
Full Spectrum Mama