Blog Archives

Tougher than Expected

“These shutters are a lot more work than I expected,” I sigh. “Thanks for helping me.”

I agreed to paint shutters for a friend. Too late, I discovered they hadn’t been properly prepped before the previous owner covered them in enamel; it flaked off like autumn leaves but gummed up my sander. The only option was tedious scraping. 

Each slat. 

Both sides. 

The paint only held fast where edges met, the hardest part to clean…on every slat.

A five-hour job ballooned into a week-long project. The only saving grace? The lead paint test was negative. 

My ten year old son shrugs, scraping an edge.

“If they’re so hard, why don’t you just take them back and say you can’t do it?”

“Because I agreed to paint them. I didn’t say I’d only paint them if they were easy to prep.”

He flicks a piece of peeling paint. “But this is too hard. It’s not what you expected. You should give up. That’s what I’d do.”

After the week he had at school, I think maybe we aren’t talking about the shutters.

Watching black paint chips flutter to the ground like an apocalyptic snowfall, I shake my head.

“Nope. I said I’d paint them. I gave my word. That’s a promise, and I keep my promises.”

“But it’s too hard!” He shakes his little brass scraper in my direction.

“It’s not TOO hard. It’s difficult, yes, and more work than I expected, but I’m going to have a really good feeling when I’m done.

Often, when you work through something difficult, you find out that YOU are tougher than you expected yourself to be.

There will be lots of times in your life when things will seem harder than you expected, but when you finally have a great result, you’ll know the hard work was worth every moment.”

He pauses, thinking.

“That’s why you’ll never get rid of me, even when I’m bad?”

Exactly.

Give Up

5458653194_8a55441f09_z

Photo credit: imelda

This has been the year from heck, educationally speaking.

Thank God for our Assistant Principal. Not only is he adopted himself, he also has an incredible ability to empathize with trauma kids and understand kids with special needs.

If only the IEP team members were all so gifted.

Several times this year, I requested meetings to discuss our boy’s classroom behavior (which is unconventional but explainable when one takes the time to see through his eyes). His Autism Spectrum Disorder has begun to shine through with amazing beauty—or a vengeance, depending upon your perspective.

I requested a one-to-one behavioral aide, which he’s had in the past but never with this particular school. The aide gave him an extra layer of self-control by monitoring the situation for triggers, then reminding him to focus.

We’re lining up for lunch. Other children will be close to you and may touch you. This is okay. You’re perfectly safe.

or

Sitting quietly during testing is important. You’ll need to focus. No chirping, squeaking or other noises. I’ll give you a check mark for every minute you are silent.

This didn’t always work and we went through several aides before finding the right fit, but by the end of first grade we were able to phase out the aide. In fifth, he regressed. We weren’t at physical-aggression-because-I’m-angry level anymore, but his self-management went out the window by the end of September.

There is much to be said for personality match when pairing a teacher with a special needs child. We had stellar matches for him in third and fourth grade; I credit his teachers for the incredible leaps he made both in social and educational arenas.

The fifth grade teacher is a GREAT teacher. Neurotypical kids probably adore her.

But she’s not a personality match for my son, and he’s not a match for her. No one is at fault; it’s just the way things are.

Part of the struggle, I believe, is a simple lack of exposure. Maybe she’s never had a Spectrum kid in her classroom.

Thanks to trial and error, the fourth grade teacher found that putting him in a desk by himself—in the corner with fewest articles on the walls—helped him focus. He began participating more fully in spite of the separation she perceived as potentially problematic.

I suggested (and the school psychologist agreed) that the fifth grade teacher should do the same. Until then, she’d kept her classroom desks in groups of four or five. One of the daily points of contention happened when another child touched his things (inevitable at close range, because his desk tended to overflow). The teacher disagreed with the tactic but said she would comply with the group consensus.

Arriving in the classroom to drop off supplies about a week later, I found that she had placed his desk alone, as asked, but IN THE MIDDLE OF THE ROOM, allowing for three-hundred-sixty degrees of incoming stimulation. Anyone with experience would never consider the middle of the room a viable spot for a kid with ASD.

Our boy is focused on the end result. Consequential forethought is rare; he almost never thinks about how his choices may affect others.

For instance: a friend told him that when he stamps his foot, his shoes light up. He neglected to provide a demonstration. Our guy thought about those lights all day. His impulse control held fast until about thirty minutes prior to pickup. He couldn’t take it anymore. The light-up-shoes called his name.

He ran up and stamped the kid’s foot.

The teacher wrote me a note, stating he had “viciously kicked” another child. Write-up, suspension.

He came home with a packet of papers to complete. He sat in a chair all day and worked (and got almost everything correct).

For this kid, suspension = joy.

He can learn and do his work with no distractions.

About two weeks later, our girl was home sick. Boy wanted to stay home as well. No fever, so off he went.

I sent a note to the teacher and left a message for the assistant principal, letting them know he may be out of sorts or pretend to be ill because he really wanted to be at home.

Thirty minutes into the school day, he pulled a chair out from under another child. He truly didn’t think about whether the child would be hurt (thankfully not); he just figured that if stamping a kid’s foot sent him home, this should also do the trick.

After a phone conference with the Assistant Principal, we agreed on after-school suspension for several days, to prevent a rash of must-find-a-way-to-get-suspended behaviors.

Again, I called a meeting, explaining (for the millionth-ish time) my request for a one-to-one behavioral aide. An aide could help him process the situation. Could see—as I often must—the potential issues and prevent a problem.

For instance, the behavioral aide would have noted he left his desk and immediately required him to sit back down. He would have never made it halfway across the room in the first place, much less had the opportunity to pull out the kid’s chair.

The aide could walk him to-and-from class, preventing the spark of hallway chaos from lighting his trigger fuse. Might recognize hyper-stimulation and ameliorate his angst before it ballooned into behaviors.

The IEP team, in spite of my pleas, turned down my request because

he’s not failing.

In fact, he’s doing quite well.

He’s “unable to focus,” he “refuses to participate” and “doesn’t follow along with the class,” yet his grades are above average.

And because we must keep him in the “least restrictive environment” for his needs, this precludes the need for a behavioral aide.

When they announced the reason, I stared in shock.

You’re telling me that he constantly distracts the class, he’s not able to focus or self-manage, he doesn’t know the material, he can’t get along with others and he’s a problem that must be solved, but you won’t allow me to procure a one-to-one aide because his grades are too good.

Yes, that’s exactly what they were saying.

And so,

I Give Up.

Not on my kid, and not on his education.

And I’m sure as heck not telling him this:

I give up stressing about his classroom behavior.

 

Sometimes, the only thing left to do is give it up.

Because

you have to let go of what’s in your hands before you can pick up anything else.

And because sometimes,

moving on to the next thing is more important. 

Boy Meets Osmosis, Part 1

Photo Credit: Immanuel Brändemo

Photo Credit: Immanuel Brandemo

 

Several times in the last few months, our boy has mentioned that he seems different from other kids his age. He feels they think in a different way than he does.

He isn’t wrong, since he’s on the Autism spectrum. If the DSM-V hadn’t changed everything (okay, not everything), he would be diagnosed as having Asperger’s. In fact, his earliest diagnosis listed him as an Aspie.

We have never told him, concerned that it might make him feel different, or that he might use it as an excuse. “Well, I just act that way because I have Autism.”

However, since he already feels “different,” we’ve been thinking that maybe we should tell him.

A couple weeks ago, the kids and I were watching Girl Meets World, a spinoff/sequel to my childhood favorite, Boy Meets World. In this particular episode, one of the characters had testing because the adults in his life suspected he might be on the spectrum. He was agitated and concerned over the idea that he might be Autistic. I didn’t really like the way they portrayed that part because the tone made a diagnosis sound a little scary. Test results showed the young man does not have Asperger’s and he seemed relieved. However, one of his close friends was disappointed because she is an Aspie and was hoping his diagnosis would make her feel less different. The show ended as the kids assured the girl that they all love her just the way she is.

Overall, the episode does a pretty good job of showing kids how to be inclusive. The portrayal of nervous tension about the testing, both for the parents and for the child, seems fairly accurate.

I wouldn’t really know, because we didn’t tell our boy we were getting him tested (yearly psychs are run of the mill here, so he didn’t even notice) and I was ECSTATIC to receive the diagnosis.

Still, I felt they could have done a better job of portraying the diagnosis as something less scary—or even cool, because truly, Spectrum Kids are gifted.

As the show closed, our boy stared me square in the eye and asked,

What do I have?

Not quite ready to have the conversation, I hedged. “What do you think you have?”

He thought for a minute, then said, “I think I have the illness of aaaaaaaaaaaa(thought he was going to say it)aaaaawesome!”

 

 

Continued

Grit by Angela Duckworth

If you haven’t read Grit by Angela Duckworth, be forewarned and encouraged: the book is long AND it is worth your time. The information is enthralling. Listening to the audio (read by the author) is even more fascinating.

One of my colleagues suggested I read it after I related the latest escapades in our quest to find the best care for our children’s special needs. Grit, according to Angela, is “perseverance and passion for long-term goals.”

When it comes to our adopted kiddos, any social worker, community service board member, child services team contributor, school administrator, teacher or member of the mental health community with whom I’ve interacted would agree that I tend toward dogged advocacy. Our first social worker told Hubby I’m “hypervigilant” (hence the blog name).

Their well-being is my Quest, if you will.

Our kids had such a traumatic start; Hubby and I are determined—as much as is within our power—to make the rest of their growing-up years decidedly un-traumatic. I have to tell you: spending almost every moment of my wake time (and sometimes my dreams as well) finding ways to sow seeds of future success is exhausting.

At my friend’s recommendation, I read Grit thinking it might give me some encouragement.

Check.

Perhaps some validation.

Check.

Maybe even a little focus.

Check.

What I didn’t expect: Angela talks about ways to develop Grit in our children.

Her explanation of Grit indicators enthralled me. Among other things, a huge predictor of future success is a child’s commitment to a challenging activity for a certain amount of time.

At the high school level, two years of involvement in the same activity (whether sport, club or organization) is a solid predictor of future success.

Chess club, lacrosse, football, student government, school newspaper: as long as the activity creates growth and challenges the child to learn more, improve or think more creatively, it counts. (One year of involvement predicted nothing, by the way. That second year matters.)

To grow Grit in their children (and themselves), Angela, her husband and her children all “Do Hard Things.” (As a nerd partial to ancient myth, I prefer the term”Grit Quest.” My paraphrase of quest: an adventurous search or pursuit to secure or achieve something.  GQ for short. Gives more of a sense of the “bulldog determination to scale the highest limit of this mountain” ideology our family tends to embrace.)

The Rules:

1. Everyone does SOMEthing that requires practice (pursuit) to improve. Each family member must embrace a GQ.

“Everyone” includes parents—how can we expect the kids to do something difficult while we potato on the couch?

If you’ve followed this blog for long, you know that Hubby and I do fun things like teaching ourselves how to knock out and rebuild walls, replace the bathroom ceiling and restore cars. The kids’ counselor actually told us we needed to take time to relax, to show the kids that adulting isn’t all work. #1 will be no trouble.

2. Everyone chooses his or her own GQ. No one wants to work hard because someone else is making them.

We have a child who would prefer to do nothing at all, so #2 will be more difficult.. If we don’t choose something for her, she will sit in her room and converse with herself. We’ve come to a compromise: there will be a GQ and it will involve music; the kids can choose from the instruments we already have on hand (piano and guitar). They’ve each asked for music lessons (unwitting of the work required), so this technically follows Angela’s guideline.

Other GQ considerations are transportation and impact on family time. For instance, we’ve ruled out football (American) for now because practices every night and games on weekends would effectively preclude any other activities…for anyone, player or not. We’re open to any sports which enable the kids to play together without taking over the family schedule.

3. No quitting. At least, not on a difficult day nor due to bad attitude. Predetermine a timeline or stopping point.

Once they’ve fulfilled the terms of the agreement (e.g., eight weeks,”when you reach x level” or a sport season) they can pick a new instrument or try something else.

Angela Duckworth says, “if I’ve paid the tuition for your set of piano lessons, you’re going to take all those lessons and you are, as you promised your teacher, going to practice for those lessons.”

Sounds great, but #3 is a bit more tricky for us, as we’re still working on motivation.

For over a year, the kids took Karate (THEIR CHOICE). We told them they could quit once they received a green belt. Most of the class attained the first belt within the first three months. Over a year later, our little darlings finally managed to pass the first belt assessment. They simply refused to practice.

No consequences mattered. Rewards, consequences, the teacher calling them out in front of the entire class…nothing mattered to them.

This lack of response to negative consequence or positive reward has been an ongoing burr under my saddle. It’s a “normal” response from trauma kids.

I literally had to stand there and watch them, directing every move. Right, it’s only fifteen minutes a day…but when it took an hour to complete thirty minutes of homework and we had Scouts (one for each) twice a week and counseling twice a week and…and…and…it just became too much.

What I learned from that experience? Pick a shorter term goal. The idea of allowing them to quit when they hit green was this: by the time they got to green, they’d be so good, they wouldn’t want to quit. Both of them have athletic physiques and our boy has flexibility any ballerina would kill for. We knew if they found success, they’d want to continue.

Problem is, they fought so hard to be complacent, they missed out. Toward the end, they both started realizing goals in karate. Unfortunately, it was too late, because they were both approved for in-home counseling (7-10 hours per week). With school, there’s currently no time for karate.

But hey, once the summer starts, we will have all kinds of time to practice an instrument. (Yep, I plan to practice as well.)

In the meantime, I’m going to go listen to Grit one more time. There was a section about the Seattle Seahawks I didn’t fully catch the first time around, and I want to listen again.

If you take time to read it (or already have), weigh in below.

What do you think? Do you have grit? How do you know?

Forced Write-irement

107839316_7a67cd9a69_z (1)

Photo Credit: Joe Flood

I have been PRAYING for time to write during the last few weeks. We’ve got a lot going on.

  1. We decided to buy out the rest of the siblings and move to Dad’s place. This means

    • We need to downsize, as the house is smaller (although we plan to add on)
    • We must quickly finish all home improvement projects
    • We have to have our current house market-ready ASAP before the Spring House Rush begins
  2. Our Boy had the flu for four days. The expelling-a-demonic-force-from-your-gut version. This means

    • He called me to his room every fifteen minutes to ask if he were dying
    • He called me to his room every thirty minutes to confirm his time of death
    • I got nothing done for a week (spent Friday recovering from no sleep)
  3. Hubby and I spent an entire day rolling around in the crawl space under the house (looking like Mars explorers in Tyvek suits and respirators) to replace the insulation and vapor barrier. This means

    • We did not walk upright for almost 8 hours
    • I spent three days walking around like an old lady
    • I finally realized I am no longer seventeen
  4. Hubby got laid off after almost 20 year with the same firm. This means

    • We have to figure out insurance
    • We found out his insane work ethic and sense of humor have won him a ton of friends and supporters; he received literally hundreds of supportive texts, email messages and phone calls
    • He suddenly has time to work on the house
  5. I was sick three days ago, then had a fever relapse today. This means

    • Hubby has been Mr. Mom (and he’s done a fabulous job)
    • The kids have had to take more responsibility (and have done a fabulous job)
    • I completely lost my voice and spent the entire day in a chair writing and looking at the river at my aunt’s house (voice loss: not so fabulous; river: fabulous)

 

So, here’s the good news: my prayer was answered and I had time to write today, because with a fever and the inability to talk, I can’t do much else. (Post scheduled for tomorrow.)

This is what you call “Forced Write-irement.”

More good news: Our Boy is fully recovered and is up to most of his old shenanigans, but he also got it in his head that the flu might have been punishment for his behavior the last few months, so he’s been watching himself.

This may be my fault. Every time he asked if he might be dying, he also asked, “WHHHHHHHHHYYYYYYYYY is this happening? What have I EVER DONE to DESERVE this????” At some point, running on three hours’ sleep, I maaaaaay have responded, “Well, think through the last eight weeks. How much of that was spent on good behavior?” He didn’t ask me about it again…

Even more good news: if all goes as planned, Hubby already has another job lined up, and they’re willing to wait a couple weeks on the start date, so he’ll have time to work on the house.

It’s been busy and I’m exhausted…but God is good.

ALL the time.

Oh, and did I mention I’m thinking about writing a non-fiction bit about working with trauma kids? In case I get bored.

Lying

This could be me writing, except we only have two. It was so true to life I had to stop reading twice. *Breeeeeeeeaaaatthewhooooosaaaahhhhh*

Check it out:

https://traumamamadrama.com/2015/06/crazy-lying-enough-to-drive-you-crazy/

X-Files and Erik Erikson

During college, a bunch of us gathered around the ancient donated television every week to watch Mulder and Scully try to catch each other—I mean, try to catch aliens. Anyone who watched the show knows the tag line…

17282112160_5a1a8a1ba7_z

Photo Credit: Snailystitches

Unfortunately, wanting to believe is not the same as having the ability to trust.

Our boy has had a rough time, both at home and at school, since Dad passed away.

His Asperger’s (don’t tell me Asperger’s is not a thing…it’s a thing, DSM-V be darned) daily rears its head with tics and social ineptitude and difficulty communicating. Our ten-year-old is impulsive beyond belief and often behaves like a five-year-old. A five year old with moments of clarity in which he communicates like a forty-five-year-old…

 

Children who have missed certain phases of life may regress, especially in times of emotional upheaval. Remembering a college psych research paper on Erik Erikson, I found an article by Claudia Fletcher on the North American Council on Adoptable Children (NACAC) website. The site itself is very basic but presents excellent information.

The information isn’t new to me, but sometimes I need a refresher…and the best way to learn is sharing with others.

If your kid appears to suddenly lose his mind, perhaps he’s experiencing a missed stage. (Or, alternately, he’s simply lost his mind.)

Stage One: The First 18 Months
Ego Development Outcome: Trust vs. Mistrust;
Basic Strengths: Drive and Hope

“[E]mphasis is on the mother’s positive and loving care…[using] visual contact and touch. If we pass successfully through this period of life, we…[can] trust that life is basically okay and have basic confidence in the future. …[I]f our needs are not met, we may end up with a deep-seated feeling of worthlessness and a [general] mistrust of the world.”1

Our kids did not have any of the above in their first eighteen months. Both have low self-esteem, and our boy in particular has an ingrained mistrust of every human he knows.

Research has shown us how important it is for children to attach. Even so, in the first year after placement, we new parents still make the mistake of dwelling on behaviors instead of attachment. Things can change if we view a newly placed children of any age as a newborn:

  • Expectations. Can a newborn give back emotionally? Do chores like everyone else? Know how to have a reciprocal relationship? Of course not. Neither do older kids in a new family.

  • Response. If expectation changes, so does the response. Instead of thinking a child is refusing to comply, assume she is unable to complete the task. This nurturing, teaching approach often nets better results whether a child is being oppositional or is truly incapable.

  • Realizations. Until a child is attached, behavior will not change. If the child cannot bond with anyone, why would he want to please anyone? Too often adoptive parents expect compliance outside the context of a relationship. Without that relationship, however, a child has no incentive to behave better.

Our kids are not newly placed (we’ve had them over five years now) but our girl has not attached appropriately due to Reactive Attachment Disorder. Although our boy seems to have attached fairly well to us, he often seems unable to control his impulses.

To help children attach, learn to gently correct behaviors without over-reacting. Picture yourself as a new husband or wife trying to please the other and be genuinely attractive and worth attaching to. Long lists of rules and consequences that require consistent behavior management should not be the focus of this first stage.

As much as possible, create good feelings for the child whenever you are around. Use lots of laughter, pop a Hershey’s kiss in her mouth when she sustains eye contact, and give as much affection as she will allow. When the child misbehaves, stay calm and point out that the behavior is not appropriate while redirecting her to a new activity with you by her side. Actions and reactions like these promote bonding between parents and children.

Honestly. A Hershey’s Kiss, really? Not for either of mine, especially him…sugar sends him over the edge (yes, I’ve read the articles proclaiming that any perceived reaction to sugar is all in my head…and deemed those articles inaccurate per my in-person observation). 

One of the most significant pieces of this stage in understanding hurt children is Erikson’s definition of hope: “enduring belief in the attainability of fervent wishes.”2 Recognizing that many children who enter care do not believe they can get what they want provides insight into their little hearts. With no hope and no belief in their own abilities, they are victims in a dim dark world. And, according to Erikson’s theory, the only way they can develop the ego quality of hope is to attach to another person.

This last bit hit me hardest.

Too often, our son can’t quite believe in hope.

He wants to believe but is certain that eventually the adults in his life will fail him—as they always did in the past. Birth parents, social workers, extended biological family members, foster carers…all eventually abandoned him, left him or outright abused him.

A few weeks after Dad died, our boy told me outright,

Sometimes I still can’t believe that you and Daddy won’t get rid of me. I want to trust you but…trusting is hard.

 

He wants to believe.

We just have to find a way to help him get there.

 

 

 

Military Mama

14583206816_c69a1b4cf5_z

Photo Credit www.amenclinics.com

Tonight, I lost my cr*p.

Monday is Cub Scout night. Every single week, I hear gravel crunching under Hubby’s tires.

And I wait.

Every. Week.

Always something.

Unless he is 100% supervised, our boy always finds trouble. And every week, they burst through the back door in the middle of a reprimand.

Since Dad passed away, our guy has regressed to the impulsive equivalent of a five year old.

I understand from the many, many articles and books about childhood grief that this is normal, but seven weeks of the behavioral equivalent of Chinese Water Torture has chipped away my resolve to stay calm.

He almost made it through the evening this time.

But then, some pestering little kid he can’t stand ran by and hit him (probably explains the “can’t stand”).

Instead of coming to tell Hubby (which is what we tell him to do, every…stinking…time…), he ran after the kid, knocking people out of the way as he tracked his prey.

Hubby happened upon the scene in time to collar him.

We are exhausted.

We can’t leave him alone for five minutes unless he’s asleep.

It’s like we’re back to year one, minus the screaming (THANK GOD at least he’s not screaming. Yep, I can find a blessing anywhere. I’m pretty sure this means I’m mental).

I have another meeting tomorrow about whether the school will allow a one-to-one behavioral aide. I’m trying to get approval for an in-home counselor to help him cope. I am doing EVERYthing I can think of.

I know being at the end of the rope is not an excuse, but tonight, I’d just had it. I went all

Military Mama. 

It was either that or have an aneurysm, and I just don’t have time for that.

In less-than-quiet decibels, I explained to our boy that although I spend hours and hours and HOURS every week in meetings and filling out paperwork and researching and reading and trying to find solutions that will help them, he and his sister are NOT my top priority.

Hubby is.

And I am

DONE

watching the kids disrespect, ignore and disobey my husband.

I went nose-to-nose with the kid.

Imagine this, but with longer hair (probably the spit is accurate):

14608689998_11bda9696a_z

Photo by KoiQuestion

 YOU WILL OBEY, DO YOU UNDERSTAND ME SOLDIER?!

Not kidding. I went there.

By the time I was done, he was yelling, “SIR, YES, SIR! I MEAN—MA’AM!”

I don’t really know if it will make any difference.

I know the kid is grieving; we all are. Military Mama is probably not what he needs right now.

Why am I telling you this? Mostly because I’m still pretty upset, both about his behavior and about my reaction. Writing keeps me sane.

I’m telling you this because I think I come across as got-my-stuff-together a little too often, and that’s just not real life. I’m totally winging this.

Also, I want you to know that if you’re in the middle of

5943590646_e56174c5a2_m

Photo credit: Alonzo Lawhorn

you are

NOT ALONE.

Joshua 1:9 is one of my favorite promises: Be Strong. Be Brave. You are NEVER ALONE.

Even in the moments we fail, God is still there.

Even when Military Mama takes over.

Stand strong. Be brave.

You can do this.

 

 

 

 

Great Expectations, Part 2

17554258511_ce652d58f0_z

Photo by Wayne S. Grazio

Albeit under a coat in the floor of the truck (who does that?) he was minding his own business when she started grabbing the coat away from him. He hissed and growled like a cat, trying to keep the coat, and she started laughing and pawing back at him. He started pulling at her laces, in cat fashion, when she decided she didn’t like him messing with her shoes and got angry.

By that time, he was wrapped around her ankles, still thinking it was a game. Knowing that I don’t have patience for physical contact between them (it generally degrades to a fight), she started screaming, “GET OFF ME!” as though he’d just jumped across the seat at her. (Which, let’s be real, does occasionally happen.)

And when I asked for an explanation, she described the situation as though she’d done nothing but wave her hands in the air to magically not really make it rain inside the truck cab.

“When I asked you what happened, did you tell me the truth?” I was seething, trying to hold it together. The boy had managed four straight days with no major incidents, and what she’d done might trigger him.

She is fully aware that if she gets him riled up before class, he has trouble de-escalating. On days she prods him in the morning, he tends to come home with many “red” marks and few (if any) “green” marks. Our rule is to keep the morning as calm as possible. 

She looked me straight in the eye. “No. I lied and said I’d only made it pretend rain because I wanted to stay out of trouble.”

I nodded. “And what’s the second reason you lied?”

Her chin jutted into the air a fraction of an inch. “I didn’t lie to try to get him in trouble.”

Really.

“So…if I thought you only made pretend rain and he attacked your feet, what would happen?”

“He would get in lots of trouble.”

I squinted at her. “But you didn’t lie to get him in trouble.”

“Nope.”

Sometimes conversations with this kid have me feeling like I’ve fallen down the rabbit hole. And then through a looking glass. And then took LSD.

“Ok. Let’s think this through. You lied, knowing that it would keep you out of trouble and he would be in a lot of trouble. Is that lying to get him in trouble?”

“Yes.” She shifted, unhappy with the turn of events.

I looked at the boy. “I don’t care what she does. You keep your hands off your sister. Got it?”

He nodded.

The bell rang and teachers lined the sidewalk to monitor incoming children.

I pointed at him. “This does NOT affect your day. Get it together before you reach the building. You’re on a four-day streak. Make it five good days.”

He nodded again. I told her we’d discuss it further after school, and they jumbled out the door.

Continued…

Great Expectations, Part 1

 

15308052381_e6d29e76ce_z

Photo by Sandeepa Chetan

Tonight ended with our girl laughing in uncontrollable hysterics. This is not normal, by any means. It’s what happens when she discusses emotions that are uncomfortable.

It’s also the result when the lens through which she views the world becomes a little fractured.

For instance, when life doesn’t meet her Great Expectations.

This morning, I was not laughing, hysterically or otherwise. Our boy has had a rough six weeks since my father-in-law passed away. In addition to the trouble he finds all by himself, some of his classmates have figured out that if they blame him for things, he’ll either get in trouble or blow his stack (and then get in trouble).

On Friday, he was blamed for two things I’m fairly (because nothing surprises me anymore) certain he didn’t perpetrate. I didn’t have time to talk with the principal after I found out, so I left him a message this morning before school.

Yes, I’m that parent. Luckily he’s very patient.

He called me back while I idled in the dropoff line in front of the school. I stepped out of the vehicle to speak with him. He agreed that the incidents in question did not sound like our boy and assured me he’d look into it further.

As I thanked him, bloody-murder screams of, “GET OFF ME, GET OFF ME!” reverberated through my tinted glass windows. In spite of the tint, I could clearly see Boy stretched across the back seat onto Girl.

Ensuring I’d pushed the off-button (because who wants the principal to hear you threatening your kids), I yanked open the door and climbed inside.

GET. IN. YOUR. OWN. SEAT.

I glared at my son. “WHAT is so hard about staying on your side? HOW many times do I have to tell you not to touch your sister? WHY can’t I have a three minute conversation without you two acting crazy? WHAT THE HECK???”

Our son, who is starting to get the idea that telling the truth might occasionally be a good idea, said, “I was trying to untie her shoe. I’m sorry.”

Frustrated beyond a clear mental state, I growled at him, “I am sick and TIRED of telling you not to TOUCH your sister. This is riDICulous.”

Then I noticed.

My daughter was cutting her eyes toward him with a smug little smile. She realized I was looking straight at her and the eyes went wide.

Wait…

“How did this start?” I drilled her with my best Military Mama stare.

“Well…he was lying on the floor with the coat over his head and I was doing this in the air (hands waving) to pretend it was raining. I just did this (more hand gesturing) and pretended it was raining in the truck. (Pause.) It wasn’t really raining.”

I stared at her. “Of course it wasn’t really raining. You think I believe it would rain inside the truck because you waved your hands?”

She gave a little shrug. “Well…no.”

“So let me get this straight. He was in the floor, covered by a coat and you waved your hands in the air and pretended it was raining, and that’s all, and the next thing you know, he’s grabbing at your feet.”

“Yes,” she nods.

“And you NEVER touched him?”

“I just made my hands move like this…” 

I cut her off; when she doesn’t answer the question directly and gives me that big-eyed stare, she’s lying 99% of the time. The other 1%, she’s thinking about lying.

“Did. Your. Hands. Touch. Him. Or. Any. Thing. That. Was. Touching. Him. For instance, the coat on his head?”

She blinks. “I tapped him a little. Like rain. And then he started pulling on my shoes.”

“She was LAUGHING,” he interrupts. “And then she started screaming at me!”

Screaming like he was attacking her.

Something still didn’t ring true. I made her tell me the story again, from the beginning, fast. Trying to tell it quickly sometimes trips her up. It worked. In the middle of her two-minute explanation, she said something about yanking the coat away from him.

I stopped her and told her she’d better tell me the whole truth the first time, or the consequence would double. She still had a couple false starts. Then I asked them to stop and listen.

“What do you hear right now?”

The boy said, “I hear that man walking across the parking lot.”

The girl said, “I hear cars on the road.”

I said, “I was standing right outside the truck. Do you think I can’t hear and see through glass? Tell me the whole truth, NOW.”

Turns out, she started the whole thing.

 

 

Continued…
%d bloggers like this: