Friday, May 29, 2020

The Black Man Walking Down The Street

Did I get your attention with the title of my post? Learned it from the media…

Earlier today, I was walking the dogs in the backyard and my kids were hanging out on the porch steps. We all of a sudden heard someone humming, singing, and making silly noises on the side street next to our yard. We couldn't see and I’d never heard this voice before and there are only two houses at the end of this street. At the end, however, there’s a path that serves as a major cut-through to the beach. 

Eventually, he came into view. It was a black man just joyfully walking down the street. My heart sank. My first thought was of how brave he was to simply walk down the street, especially while drawing a good amount of attention to himself. Wasn’t he scared? How sad that that’s where my mind first went. The man started singing about us playing in the backyard and asked how we were doing. The kids giggled. It was funny and refreshing, a rarity these days. 
How are we doing?! How are YOU doing, sir? How are you doing in a country whose institutionalized racism is seeping, pouring, through yet another tragic crack in its surface, the brutal killing of George Floyd? How are you doing in a country so divided by race and class, with racial oppression inherent in its government agencies, educational system, and criminal justice system? How are you doing in a country where the media has completely failed to even give you a chance at a positive portrayal; a media who repeatedly showed two scenes after Hurricane Katrina’s devastation: one of a black man “looting” a grocery store and one of a white couple “finding food” at a similar store? How are you doing in a country where it’s harder for you than a person with less melanin to go for a run on the street or watch birds in the park, never mind get a mortgage? How are you doing in a country where those who have been sworn in to protect you have taken opportunities to kill you instead? 

I took a course in grad school called “Power, Privilege, and Oppression.” It was a call to understand your own story. For me, it was privilege. It’s an ongoing process and it was quite a journey to do this next to others who were examining their oppression. The professor was a brilliant scholar who specialized in Crisis and Disaster Counseling. She travels the world after disasters and helps those who have been traumatized, many of whom are disenfranchised. She told us something I will never forget. She challenged the idea that America is a “melting pot.” Remember that phrase? Yeah, well it’s bullshit. She said we are not a melting pot because “some people don’t melt.” I'd go so far as to say that no one melts. 

Privilege says we can all melt together. Privilege says “I am colorblind.” Privilege says “I’m not racist.” Privilege left in the subconscious is oppression to another. Privilege doesn’t see. 

I don’t blame anyone for it, but stop telling that "colorblind" story. It's ignorant. Get a grip on your whiteness. We need to see color. We need to see black, white, rainbows, and everything in between. 

Before the guy had completely passed us this morning, he said, “have a great day!” I wanted to hug him. I wanted to show him my tears. I wanted to tell him that I see his skin color. I wanted to tell him that I will never invalidate him by ignoring the difference between our skin colors. I wanted to promise him that I'd never assume that our stories and backgrounds would just blend together in sameness. I wanted to tell him that I’m sorry and ashamed. I just looked at him and said, “you, too.”

Friday, March 13, 2020

What I Told My Kids About COVID-19


The world is anxious and our kids can feel it. “Coronavirus.” “Hospitals.” “Sick.” “Closed.” “Out of an abundance of caution…” “Until further notice.” These words are everywhere, even if you don’t watch the news. As of the past couple days, store checkout lines are nearly reaching the frozen section. Streets are much quieter. THERE'S NO TOILET PAPER! School is canceled…there is no snow on the ground. What is going on? 

We try to limit our kids’ exposure. That’s good. They don’t need it all, while we [think we] do. But they do need some information, especially if they’re kindergarten or older. Things are happening in their world around them that if left unexplained, will leave them unsettled. Unsettled in ways that we might not be able to see (disrupted sleep, behavioral stuff, emotion dysregulation, etc.)

Before talking to your kids about the pandemic, think about how they handle certain information. Are they fairly anxious? Do they “get stuck,” or perseverate, on details? Do they add imagined fears on top and have trouble keeping in mind what is real and what’s not? Do they lose sleep over “scary” things? My daughter does better with more information, so I gave her a good amount. Here is what I told her after we learned yesterday that school is canceled today after a parent of children in her school developed COVID-19 symptoms after having been in contact with someone who tested positive for the disease. 

 Last month, we talked about the sickness that was going around in China. She heard my husband and I chatting about it with her bionic ears and probably caught a glimpse of people in hazmat suits on my phone, so I needed to follow up. 

Yesterday, I told her that the germ in China has spread other countries because people travel on planes between countries and over oceans. It is in our area now, but we are safe. Even if we catch the germ, we will be safe. It would feel like a lot of other sicknesses she has already had. The reason the sickness is scary is because older people like my Gramma in the nursing home are more tired and not as strong as younger people (“Mom, why is your Gramma always laying down in bed?”). They would get more sick and more uncomfortable than we would. We don’t want to spread germs around and have them get to the older people. 

I told her that pretty soon, we will have a shot that will protect us from this germ, just like the flu (cue the panicked, “MOM! WHEN DO I HAVE TO GET ANOTHER FLU SHOT!?”) Until then, we all need to keep the germ from spreading. She knows about transmission thanks to the Usborne lift a flap book "What Are Germs?" (highly recommend). This is not to say that she follows all of the basic hygiene tips to a T...

I told her I got a call from Scituate Schools saying that a parent of a kid was around someone who had the germ. They are closing school to clean it make sure it’s safe for everyone. If schools close for longer, which looks like that will be up to districts to decide, it will be more about keeping clean and not spreading. 

There is no need to bring up the fact that people are dying from this, especially for kids under seven-ish. If they ask, keep it simple. “Yes, some people have died from this. They're mostly older. The people who have died probably had a lot of sicknesses at the same time.” 

She was in the bathtub when we had this talk. I made her clean up as soon as I got the call from the superintendent. She listened closely and then demonstrated some ways germs can spread, which inevitably got water spewed well beyond the confines of the tub. A perfect time to break the rules in an acceptable way! Instead of yelling at her (which I really wanted to do),  I told her that if she had any questions at all about the germ or what’s going on, to ask me or daddy. This is important. Leave the communication gates open. You are their trusted adult. 

Our kids are living in this world, too, and they deserve some information. It’s hard to bring these topics up, it’s hard to find the appropriate words, and it’s even harder to field questions. But we need to talk to them in an honest way, leaving no major gaps to fill with imagination. They will see and hear things and it's on us as parents to address this this with them. And we sure have the time and space to now. 

Finally, our family watched a BrainPop video on “Coronavirus.” Make sure to preview it first and decide if it’s appropriate for your kids. I will link it in FB comments.  

Thank you to everyone in hospitals taking care of us. 

Saturday, January 4, 2020

Resolutions


Workout. Go to the gym. Eat healthier. Lose weight. Get up earlier. Read more. Drink less. Go to bed earlier. Spend less. Save more. Start a new hobby. 
These are some common new year’s resolutions. Maybe you’ve been there and you’ve done that. And did you fail like me? Probably. A few years ago, I got to a point where I resolved to not make a new year’s resolution because I was afraid of yet another February fall-off. Why couldn’t I commit to one goal and be consistent with it? 

To answer this head-scratcher, I ultimately tapped into some knowledge I gained in my previous life (this is what I call life pre-kids). I used to write Individualized Education Programs (IEP) for special needs students as part of my work at a therapeutic day school. A child’s goals were specific and the benchmarks beneath the goals were SO specific. For example, Sally has an “On-task/work completion” goal. A benchmark for this goal might include something like, “Sally will attend (sit still, eyes on teacher, hands to self, quiet voice) to a task during large and small group instruction across settings for a 10 minute period with no more than 1 teacher prompt in 4 out of 5 trials as measured by teacher charted data.” See how specific that is? Words and numbers in the benchmark and it’s not even a math goal. You may have to read it several times to fully understand it, but there is method to the madness. 

IEPs are written to include S.M.A.R.T. goals. S.M.A.R.T. is an acronym that stands for “Specific, Measurable, Attainable, Relevant, Time-bound.” These kinds of goals are imperative in education. Sally’s goal encompasses each of these qualities given who she is. There’s a lot to hold in your mind about the child and the ecosystem in which he/she learns when writing an IEP. 

I never loved (or even really liked) writing IEPs, but I’m glad I have the experience under my belt. It’s totally informing me of how I should be coming up with my 2020 resolution. If you’ve failed at keeping up with resolutions in years past, try to make S.M.A.R.T. goals. Most resolutions are too vague. They’re words or phrases (“workout more”) when they need to be clearly spelled out plans that you can stick to. Also, keep it simple. You don’t have to reinvent yourself. Small things can make big differences. The feeling of achievement, even it's small, can have a positive effect. So, in true IEP fashion, here’s my 2020 intention…

GOAL: Re-commit to meditation practice.
BENCHMARK: Adrien will sit quietly (eyes closed, back straight, fingers interlocked on lap, thumbs touching) on her meditation bench for a duration of 5 minutes at a frequency of 3 out of 7 times per week for the year 2020. 

I know it sounds a little ridiculous, but…

This goal is specific. I have to sit in a certain position using a certain bench. Yoga doesn’t count here, as much as it can be a meditation! 
It is measurable…5 minutes 3 times per week. 
It is attainable for me. I’ve been doing this for years and have worked up to longer than 5 minutes. I am recommitting to something I can easily achieve and build future success from. 
It is relevant. I see meditation as an important and scientifically proven healthy method of self care. It’s also a piece of the spiritual puzzle for me. 
It is time-bound. I will give myself a year to accomplish this goal and will re-evaluate at the end of 2020. 

I will also put this goal in writing and mark my meditation days on a calendar. It’s so much more real when you write it down, don’t you think? Writing something into a pretty planner is much more exhilarating than typing it into an app or Google calendar (but, maybe do both!). So, there you have it. Go translate your resolution into a S.M.A.R.T. goal. Then start crushing it.