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To Organize (Part 3): Getting to Work

  • Posted on July 27, 2010 at 12:52 AM

First, I wrote about how prioritization and balance between important and urgent goals is necessary for my organizational process.  Then, I wrote about how I need a system to put things and projects away.  Now, I will write about how I go about accomplishing the things on my to-do lists each day.

Obstacle 3: There are so many things to do, and so little energy to do them with.

This goes back to the spoons theme:  My energy (and yours) is always limited, and some days it’s more limited than others.  My energy also varies during different times in the day.

Along with limited energy, two other finite resources affect my ability to accomplish tasks.  One is my ability to concentrate.  Unfortunately for me, sometimes having energy doesn’t mean I’m able to concentrate.  Sometimes being able to concentrate doesn’t mean I have energy.  The most mentally challenging tasks have to be completed in those periods of time where having energy and being able to concentrate intersect.  The other finite resource is time.  This is significant, because there are tasks that are time sensitive and those that are not.  For example, today “call re: Alex’s teeth” was on my to-do list.  I didn’t get to it before 5:00 PM.  Therefore, it had to be bumped to the next day.  I cannot schedule a dental appointment for my son after 5:00 PM.  A complicating factor is that I have very little awareness of the passage of time while I’m doing something.  As long as my energy and concentration holds out, I will not notice as the minutes run into hours.  This is why I didn’t notice the time until it was too late to make the call.

Managing my to-do list with finite energy, finite concentration, and time-sensitive tasks requires its own degree of organization.

Solution 3a: Prioritize the Day

The first thing I do with my to-do list is I number it.  There are little boxes, courtesy of my Franklin-Covey planner in which I place the numbers in the order I intend to accomplish specific tasks.  This order is very flexible.  As the day progresses, I do not necessarily do things in the original order.  This depends a great deal on the speed with which I accomplish my tasks, my energy, and my ability to concentrate.  That being said, there’s a method to which I put things in order.

I start my day with some very low-pressure activities.  In the first one to three hours my ability to concentrate is minimal—I do NOT jump out of bed, ready to tackle life.  I’m more the fall-out-of-bed-and-stumble-down-stairs sort of gal.  This might have something to do with consistently getting inadequate sleep, but I think it also has to do with the jarring nature of the transition from sleep to wakefulness.  I think if I could sleep once a week and be good for the rest of the week, then I’d save a lot of time “wasted” on transitioning from sleep to wakefulness.  But, alas, sleep is something I need almost every day.  So, I start my day with easy-to-accomplish activities.

Then, assuming I got at least 4 hours of sleep, I have a period of high-energy/high-concentration that lasts anywhere from two to five hours (depending on how much sleep I got, how noisy things are, and a myriad other factors).  This is when I do my mentally challenging tasks.  Today, I spent that time working on a professional resume package.

Furthermore, to maximize this time I also give myself brain-off tasks interspersed between mentally challenging activities.  This is when I do things like wash dishes, vacuum, and wash, fold and put away laundry.  These activities require physical energy, but little mental effort.  I don’t know why I have more productive time when I flip back and forth between mentally invigorating tasks and mentally tedious tasks, but I do.

Then, I have a fall in energy and the ability to concentrate.  At this point I’m back to relatively simple, sedentary tasks.  This is usually where I do something like take notes on my writing studies (not my homework), go on Facebook, read a book, or watch a movie.

After a break of this sort, I have a rise in concentration or energy, but usually not both.  I either do mentally challenging work or finish household chores, depending on whether I get the energy or the concentration.

Then, whichever it was, I get the flip-side of that of that particular coin and do whatever tasks relate to this side.

Finally, during the wind-down part of my day, I’m back to the simpler, sedentary tasks.

The point is not that my pattern should be your pattern.  My point is that by recognizing your own pattern, whatever it may be, you’re more likely to maximize both your productivity and your effectiveness by scheduling your tasks in accordance with your own energy/concentration ratios.

Of course, you can always supplement with caffeine, ginseng, or other boosters to help you stretch out your energy, your concentration, or both.  But, if you do that too much, then you get rather dependent on those things—trust me, I know!

Solution 3b: Color-Coding Keeps Things in Order

One thing that should be clear from the description above is that while I only maintain two lists each day—the household list and the professional list—there are sub-lists to each of those lists.  I distinguish these sub-lists by color-coding.  For example, my tedious professional work is written in black.  My high-concentration work is written in red.  My writing—referring to my novels, short stories, and my book—is written in purple, not because it’s not high-concentration work, but because it’s easier to make myself do it and therefore less urgent.  Other less urgent work is in blue.

For my household work, the colors are different.  Black marks the things I have to do at my writing desk (i.e., the desk my computer is NOT at).  Red marks the things I have to do at my computer desk.  Blue marks chores, which usually have to be done outside of my office (unless the chore is to clean my office).  Green marks things I have to do outside the house.

Obstacle 4:  Getting to Work

By organizing my to-do lists in this way, I have a tenuous plan for the day.  But, it’s still only a plan.  To implement that plan, I actually have to get to work.

This can be difficult.  On really bad days it can seem impossible.  Sometimes I overcome the feeling of impossibility.  Other times I don’t.

And that’s okay.  I give myself permission to have bad days and you should, too.

Solution 4a:  Mark Up Your Progress

I start my day by checking my e-mail.  I don’t necessary do anything with the e-mails I received, but I do take stock.  It’s like a warm-up exercise before going for a run.  After that, I choose one thing on my to-do list—usually my prayer journal—and highlight it in yellow.  This means it’s something to tackle right away.  Then, I go and read from Daily Guideposts and my scriptures, respond to what I read, and write down a prayer.  After that’s done, I use a green highlighter to highlight over the yellow and put a check mark in the box.  It feels good.  My day is officially started. 

As my day progresses, I choose what I’m going to highlight yellow next based on my energy/concentration ratio.  The highlighting helps me focus on only a few of the many things I need to do at a time.  I try not to have more than four or five things highlighted in yellow on a side.  Sometimes, when I’m having difficulty concentrating, I keep it down to one or two things in yellow on a side.  And seeing the accumulation of green highlighted lines is very gratifying for me.  Of course, the pesky orange highlights—those items I’ve put off until a different day—can seem rather sad, but sometimes that’s necessary.

I use highlighters and colored pens because they’re bold and bright and they stand out.  It’s easier for me to see those things I want to see—like the next thing on my to-do list—without getting overwhelmed by all the other tasks.  It takes a bit of training to see the list this way—at least, it did for me.  But with practice, the green and orange lines are “gone” from the to-do list, except when I want to see what I’ve accomplished and what I’ve already put off.  While I’m working I can glance at the yellow lines and know what I’m going to do next.  It keeps me on track and it keeps me working.

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What Are Accommodations?

  • Posted on July 17, 2010 at 9:25 PM

For anyone out there waiting with bated breath for my third post on organization, I must apologize; this isn’t it.  I got distracted—not a good commendation for my organizational skills, but there it is.

Recently Astrid wrote a response post, on which a certain blogger made the claim that accommodations are insufficient for people with LF autism.  (I’m side-stepping the debate on whether HF/LF is a fair and reasonable distinction.)  Instead, I will jump right to the part where the example cited by this individual—which was intended to demonstrate the inadequacy of accommodations—included accommodations as a means of achieving a satisfactory outcome.

This implies to me that “accommodations” is a word that is flung around far more often than it is understood.  So, what constitutes an accommodation?

Let’s go back to our friend, the dictionary:

ac·com·mo·da·tion –noun

1. the act of accommodating; state or process of being accommodated; adaptation.

2. adjustment of differences; reconciliation.

3. Sociology. a process of mutual adaptation between persons or groups, usually achieved by eliminating or reducing hostility, as by compromise or arbitration.

4. anything that supplies a need, want, favor, convenience, etc.

5. Usually, accommodations.

    a. lodging.

    b. food and lodging.

    c. a seat, berth, or other facilities for a passenger on a train, plane, etc.

6. readiness to aid or please others; obligingness.

7. a loan.

8. Ophthalmology. the automatic adjustment by which the eye adapts itself to distinct vision at different distances.

9. accommodation bill.

Take a close look at definition 4:  “anything that supplies a need, want, favor, convenience, etc.”

If a person can’t communicate verbally, providing them with a Picture Exchange Communication system is an accommodation—it supplies a needed means of communication.

If a person can’t walk independently, providing them with a cane or a wheelchair is a form of accommodation—it supplies a needed means of mobility.

If a person can’t shout loud enough for somebody in the next state to hear them clearly, providing them with a telephone with long distance service is a form of accommodation—it supplies a wanted means of communication over long distances.

If you change a situation (whether that involves physical or procedural change) to satisfy an unmet need or want, or to increase the convenience of a situation, you are providing an accommodation.  If accommodations were provided to individuals with disabilities, their potential would not be hampered by the same limitations they face without accommodations.  The crux of the accommodations argument, in my opinion, is two-fold:  Do we prioritize accommodations sufficiently to meet the needs of members of our society?  Do we prioritize the design and development of accommodations sufficiently to meet the needs of members of our society?

Accommodations could be used to assist every individual in our societies to succeed if appropriate accommodations befitting our technological development were designed and distributed to those who need them.  Even in socialist countries this does not occur—neither the design nor the distribution—because individuals who need such accommodations are not sufficiently valued to justify the expense.

In short, by raising the value of individuals with disabilities (acceptance) and advocating appropriate accommodations, I seek to enable individuals with all abilities to live up to their potential.  For some, the accommodations they need will be easily come by.  Others will need more accommodations—perhaps even accommodations that do not yet exist.  That does not mean that accommodations are, in and of themselves, inadequate to meet the given needs; that means we need to improve our design and distribution of accommodations to meet the existing need for them.

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To Organize (Part 2): Putting Everything Away

  • Posted on July 13, 2010 at 1:06 AM

In my previous post, I wrote about how prioritization and balance between important and urgent goals is necessary for my organizational process.  After I figure out all I have to do, the next most important thing is having an “away” to put both things and projects.  First, I must note that having an understanding of what you want to accomplish and what is important to you is essential before you determine how to go about putting things away.  The decision of what constitutes away will depend a great deal on your priorities and your personality.

Obstacle 2: To put things away, you must have an away in which to put them.

While this seems pretty straight forward, it isn’t always so.  It can be tempting to resort to clutter piles.  I certainly do!  The problem with this is that if the clutter piles never get sorted, the tasks buried in the clutter piles rarely get accomplished.  Furthermore, documents you’ll need later are harder to find when needed if they’re not stored properly.

That being said, some vague “aways” are fine.  Just don’t use them to avoid work that needs to be done.

Solution 2a: Make an “away” for things.

Living in a materialistic culture like the U.S., families tend to accumulate things.  There are those who avoid this.  We are not among them.  My family is given many things throughout the year—toys, books, clothes, ect.  We are also sent things like bills and documents to fill out.  We collect movies, books, and games.  We are not as attached to things as our culture tends to encourage, but we have many things and they all need to have an away in which they are put.

So, the first step to organizing your things is having an away in which to put them.  In order to determine how many aways and what kind you require, you have to consider your priorities.  For example, we have a playroom where we keep the boys’ toys.  There is a big toy chest that is full of rarely used big toys.  There is a smaller toy chest that is full of often used big toys.  There are two bins for stuffed animals and two bins for plastic toys.  There are also smaller bins for particular sets of toys.  I used to be rather, um, compulsive about how to put all the toys away.  This compulsion didn’t help the boys find their toys—which was how I justified it—and they didn’t appreciate the effort I put into it.  So, I stopped.  It took a lot of effort, but I stopped.  The effort required to put things away where everything was sorted was too much work and too little benefit.  Take care to avoid activities that require more effort than the benefit they generate!

When putting things away, you have to decide how much sorting is necessary and limit yourself to that degree of sorting.  Is it enough to put all your books on book shelves or do you need the books arranged in a particular order?  The answer will depend on your needs and your priorities.  The same question can be asked of any set of objects, but only you can answer it.

Solution 2a: Make an “away” for projects.

While there usually are objects associated with projects, projects are categorized differently.  What kind of projects do you have?  If you are like me, many of your projects are ideas.  Between the computer and a filing cabinet or two, I can store most of my projects.  But I also have drawings, index cards, and other items to arrange.

The trick to arranging projects is to have a set of places for each kind of project.  I use cork boards to put long projects-in-progress on display.  I take a sheet of paper, make an envelope out of it, and store notes on index cards in separate “envelope” for each segment of the project.  I also sort projects (ongoing and past) in file folders, in/out boxes, and the like.

There are many systems you can try.  Or you can mix and match systems to create your own unique system—which is what I do.  The purpose is to be able to find everything you need for any project you wish to work on and to keep projects-in-progress safe from destruction.  Whether you use stacks of labeled shoe boxes or a tidy set of trays, you can organize your projects in any way that works for you.  This may involve some trial and error, but you’ll find that all that effort was worth its while once your system is up and running.

 

Organizing your work takes time.  Sometimes that time can be hard to come by.  However, the effort you put into organization saves you even more time in the long-run.  Of course, now that we’ve talked about the processes of organization, there’s still one piece missing.  How do you turn that organization into accomplishment?  That’s the topic of the next post!

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To Organize (Part 1): Finding Balance through Prioritization

  • Posted on July 9, 2010 at 4:20 PM

Being organized is a constant struggle in my life.  It’s not that I’m particularly unorganized, but there are several obstacles that make it more difficult.  The next few posts will be about obstacles and solutions—or how I manage to stay organized and productive.  (People have been asking that question again:  How do you do it?)

Obstacle 1: I have more to do than I can actually get done.

At first glance, this will seem like I take too much work upon myself.  There are those who would argue that’s exactly what this means.  It isn’t so simple.  Work needs to be done.  A lot of this work is simply mine—for example, nobody else can do my writing or my school work.  That’s mine to do.  A lot of the work needs to be done, and I’m just the one who is sure to get it done.  This includes much of the housework and household administrative tasks.  Again, it sounds like this is me taking on more work than I should, but the work I take on each day is only a fraction of the work I could take on each and every day and still leave plenty for the next day.

Being the “big picture” person that I am is a major complicating factor.  I see work on three different levels.  First, there is the work that requires years of daily or weekly effort to accomplish.  Raising my children, continuing my education, writing my books, writing my novels, running my business—these activities involve years’ worth of work.  And I see all this work laid out before me.  I don’t see all the little details that go into these major tasks, but I do see many of the major steps along the way.  This work never ends—at least, not while I am alive.  So, no matter how much I do today, there’s always more.  These are long-term goals that require a long-term commitment.  At this level, organization is primarily used to keep me from being too overwhelmed.

The second level of work is those mid-term goals.  This work includes teaching my children specific skills, completing my current class, planning my current book, writing my current novel, and managing and completing my current business-related projects, assignments, and tasks.  This level of work includes projects and assignments that will provide me with sufficient daily tasks for months to come.  Some projects or goals are longer in scope than others.  All require a significant amount of organization to keep me on task.

The third level of work involves daily, weekly, and monthly tasks.  Household management tasks generally fall into this category—though there certainly are those mid-term and long-term household-related projects that weigh on my mind as well.  Many of these third-tier tasks, whether they are household-related or business-related, are on perpetual repeat.  No matter how many dishes I wash today, there will always be more dishes to wash tomorrow.  No matter how many blogs I visit today, there will always be new posts to read tomorrow.  That sort of thing.  Organization is primarily a prioritization task in this arena.

Solution 1a: Find balance by breaking goals down into tasks.

With three layers of tasks, there is a certain balance required.  I could fill day after day after day with third-tier work.  There are people who live their lives that way, and live them quite contentedly.  I’m not one of those people.  I like progress; I need accomplishments.  I by no means wish to belittled people whose lives are contentedly lived on the third-tier.  There is something admirable about that—and their households certainly run more smoothly than does my own.  But I’m not particularly skilled at the domestic round, nor am I particularly contented with it.  I need to write.  And I need that writing to accumulate into big projects—books, novels, collections of short stories and articles and blog posts.  And, of course, I could fill day after day after day with second-tier or first-tier work, at the exclusion of all else, but then my family life would be chaotic.  I mean, more chaotic than it is.

So, we’re back to balance.  In order to live my life well, I must balance first-tier, second-tier, and third-tier work.  Generally speaking, I regard second-tier work as the highest priority and third-tier work as the most urgent.  First-tier work is accomplished by breaking it down into second- and third-tier work.  In order to write my books, I have to start by writing my first book.  In order to write my first book, today I must work on the outline of my first chapter.  Another example:  In order to help my children achieve independence, I have to build a set of skills.  In order to build that set of skills, I have to work on this with Willy, that with Alex, and the other thing with Ben.  In short, in order to attain balance, I have to break down each tier until I have a lot of third-tier activities.  The difference, of course, is that now many of these third-tier activities will accumulate into the accomplishment of second-tier and first-tier activities. 

By breaking down first-tier and second-tier goals into third-tier activities, I find myself back to having more work to do than I can actually get done.

Solution 1b: Prioritizing tasks to equal accomplishments.

With so much third-tier work to do, I must prioritize the many tasks into categories of importance and urgency.  The hardest thing is not to be so driven by urgency that you neglect important things.  I could easily fill my days with urgent matters.  The problem is that by spending my time solely on urgent matters my tasks would never accumulate to the achievement of my goals.  I could easily fill my days with important matters.  The problem is that eventually the neglected urgent matters would eventual compile into an unimaginable monster that consumes me—or I’d trip over that one toy out of the hundreds on the floor that I couldn’t dodge, fall down the stairs and break my neck.  Either way it’s a “game over” for me.

I don’t want to be consumed by the urgency monster and I don’t want to have to dodge toys all the time.  So, we’re back to balance.  I balance important tasks, urgent tasks, and tasks that just need to be done whenever I have a spare moment (these tasks are often neglected until they become urgent).

To do this, I plan my week and create daily to-do lists.  Daily, color-coded to do lists.  This is where effectively managed OCD becomes a good thing.  Really.  This is also where I become especially grateful for tools like a Franklin Covey planner and Microsoft’s OneNote.

Then, of course, it’s just a matter of getting to work.  Easy, right?  Hm.

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On Engaging and Atypical Communication (Post 3 of 3)

  • Posted on July 3, 2010 at 11:38 PM

In my first post I introduced the concept of engaging and how it relates to prejudice.  In my second post I discussed how failure to engage leads to miscommunication with people we know well.  Now, I will conclude this discussion by discussing engagement in regards to communicating with atypical communicators.

Recently I was reminded that I am such a person.  During my graduation party I was sitting with a circle of friends.  My husband, my mother, my brother and I were there along with another couple we’ve known for years and an old friend.  These are all people I know well, who I am comfortable with, and who know me in my many idiosyncrasies and accept me as I am.  This old friend and I started talking about a topic of mutual interest.  I became highly engaged in the conversation.  Without meaning to or even being aware that I did so, I focused on this gentleman at the exclusion of all others.  It wasn’t until he pointed out that our conversation was excluding everyone else that I became aware of this.  This wasn’t a “party” conversation and it was not appropriate to become so highly involved that I was not aware of where I was and who I was with.  Intellectually I know this, but I lack the intuitive sense that most people have regarding such things.  Whether he knew it on an intellectual level or an intuitive level, he knew he would have to break open the conversation to get me to re-focus.  He did so without making a big deal out of it or making me feel foolish.  The other people knew me well enough to realize I did not mean to exclude them and did not take offense that I had.

This example shows engagement on multiple levels.  I was very much engaged in that conversation, but I was not engaged in social context I was in once the conversation had begun.  Whereas my friend was engaged in both the conversation and the social context; he was also engaged with me as a person to the extent that he knew I couldn’t pull back on my own.  And I need that.

Adapting to my means of communication requires effort from others; however the amount of effort it requires is relatively small.  I talk like an intellectual.  For the most part, I use proper grammar when I speak and I use the words that are appropriate, whether or not they are commonly known.  I also have focus issues.  All of these represent barriers in everyday conversation, but the barriers are fairly easily overcome.  If you tell me you don’t understand, I will tone down my language.  If you tell me I’m excluding others, I will pull back and try to engage in my surroundings.  I am somewhat adaptable, and I surround myself with people who are able to accommodate me in my conversational short-comings.

There are, however, people whose means of communication are far more atypical than my own.  My son Alex is one such individual.  As a primarily non-verbal person, he is often left out of conversations and social interactions.  He’s very difficult to communicate with because he has a very limited ability to adapt his skills to converse with others.  It’s also difficult for him to engage with others.  This means that most of the “heavy lifting” has to be done by the other person.

In contemporary society, Alex’s communication challenges seem to be seen as putting an “unnecessary burden” on others.  Two ideas are inherent in this assumption:  First, other people are not obligated to put forth the effort necessary to communicate with Alex.  Second, Alex needs to be “fixed” in order to communicate effectively.  Another assumption is made—awareness of which seems even more fleeting—and that is that because Alex doesn’t communicate in a typical way and cannot express himself effectively in his atypical way, he doesn’t have anything to say.  The first two assumptions are negotiable—I don’t agree with them, but there certainly is room for intelligent debate on those issues.  However, the third assumption, the one people seem least willing to admit they make, is wholly and completely wrong.  Those people who make the effort to communicate with Alex on his own terms and within his own limitations will find Alex has quite a bit to say.  It’s difficult to understand, of course, but there is definitely a lively, thoughtful child “hidden under” the communication and social challenges.  Except that he’s not really hidden at all.  People perceive that he is hidden, because they filter out his attempts at communication and force him into a template of “those who do not communicate.”  He is there; they just don’t really see him.

So, now I’ve wandered back into the realm of stereotypes.  My point is not to decry those individuals who dismiss my son (okay, so that is a lingering point in much of what I write, but I do have another point to make as well), instead my point is that as a parent I do have an obligation to put forth the effort necessary to communicate with Alex.  So does my husband, his teachers, his doctors and his therapists.  This is non-negotiable.  While the rest of the world may be able to debate why they shouldn’t have to put forth this effort, while they may be able to hunker down and refuse to do so like petulant children; we can’t.

Now, I could go off on a long tirade about how some parents don’t accept this obligation, or how there are far too many teachers, doctors, therapists and caregivers who neglect their obligation to communicate with the people in their care.  But I won’t.  Perhaps I’ll do that at a later time—maybe when I have a better idea how to fix that problem.

Instead, I will return to how engaging is work.  Communicating with someone who communicates a little differently, such as myself, requires a little more work than the average engaged conversation.  Communicating with someone who communicates in a manner significantly different than your own, such as Alex, requires a lot more work than the average engaged conversation.  Except the average engaged conversation is itself a rarity.  More often we simply interact with templates instead of engage in conversations.

For a long time now I’ve known that communicating with Alex is something like speaking to someone in a foreign language you don’t really understand.  It’s a learning process full of fits and starts.  It requires a lot of effort and sometimes I’m simply not up to the challenge.  But I force myself to try, because Alex needs me to make that effort.  Recently, the gentleman who was so good at prompting me to be more inclusive in our conversation at my graduation party was living with us.  He put a great deal of effort into learning to communicate with my children.  He also commented that learning to communicate with my children taught him a lot about communicating with other people as well.  This struck a chord with me, because I have discovered the same thing on my own.  Recently, my husband Mark commented that he found it very difficult to interact with Alex.  While he was referring to play, communication is a big part of that—and that communication is the biggest challenge for Mark.  Mark has been able to connect with Willy and Brandon very well.  He’s also able to connect with Ben, though sometimes it seems that this is because Ben is so fascinated with Mark that Ben overcomes his own challenges to make the connection happen.  But a similar connection with Alex eludes him as the communication barrier still looms largely between them.

I guess my point is this:  As much work as it is to communicate with someone who communicates in an atypical manner, the rewards for those who make that effort are often much bigger and much grander than communicating successfully with that one person, though I’d say that’s a pretty big, grand reward all by itself.  Make the effort; it’s worth it!

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On Engaging and Miscommunication (2 of 3)

  • Posted on June 29, 2010 at 12:20 AM

In my last post I introduced the concept of engaging and how it relates to prejudice.  Lack of engagement also occurs at what I would call a micro level.  At this level, we fail to engage with people we know and care about.  This is less an issue of stereotyping than it is lack of communication.

We interact with people we know on a regular basis.  These are our family members, our friends, our co-workers, and our neighbors.  We don’t necessarily stereotype these individuals, but we do create mental templates of who and what they are.  These templates are more the accumulated experiences we’ve had with these individuals.

It is often easier to interact with these templates than it is to engage with the individuals. This goes back to the difference of engaging with your child and half-listening while thinking about that pesky to-do list running through your mind.  The problem with failing to engage while talking with people we know is that even our templates of these individuals are faulty. 

However well we know an individual, our perception of them is always filtered through our own biases and our own experiences.  We insert these filtered perceptions into our mental templates of individuals, and what we get is a flawed, distorted copy of the person we know.  When we interact with the template instead of the person, we are interacting with a distortion.  Only by genuinely engaging with the individual are we able to break past our own internal filters to see the person more clearly and understand what the individual is trying to communicate.

This becomes especially important when we interact with people with atypical means of communication, but that will be the subject of my next post.

The point of this post is that failing to engage with individuals we know creates miscommunication.  If we think we know what someone is going to say, we often fail to listen to what is actually said.  Even after we have failed to hear them, we think we know what they said.  In our mind, we insert the conversation we think we had into our mental template of that person.  Not only does this mean we have miscommunicated in this one instance, it also perpetuates the miscommunication in future conversations.  We go back to the conversation we think we had and take it a little further the next time we talk to that person.  The second time we get a little further from what is actually being said.

Only be engaging in the conversation and listening actively and involving ourselves in how our own life intersects with the other person’s life can we truly know what that person is saying.

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On Engaging and Prejudice (1 of 3)

  • Posted on June 27, 2010 at 12:01 AM

Executive Summary:  To engage with others we must actively participate in our interactions with them.  This requires us to exert mental effort and also risks challenging our thoughts, feelings, and worldviews.  Because we do not want to exert the necessary effort or take this risk with people who are very different from ourselves, we rely on stereotypes.  This leads to prejudice and discrimination.  In order to avoid prejudice and discrimination, we have to engage with others—especially those who are different from ourselves.

 

Engage has many definitions; I tend to use it in the more general sense of “to involve oneself or to participate,” which is the context in which I use it now.

Engaging is an active state of being.  You can engage in a job.  Say you’re sorting through information at work.  While you’re doing this you could be distracted by whatever is on your mind.  Or you could engage in the task, focusing your mental prowess on the task at hand.  You will likely produce higher quality work if you engage on the job.  You can engage in a conversation.  Say you’re talking with your child.  While you’re doing this you could be distracted by the mental to-do list running through your head.  Or you could engage in the conversation, focusing your attention on what is important to your child.  You can engage in a story.  Say you’re reading a book or watching a movie.  You could go into that “glazed” state where you are absorbing the entertainment and “rotting your brain.”  Or you could engage in the story by paying attention to the creative work and trying to experience what the artists were trying to express.  You bring something of yourself to the experience and come out of it with something truly unique—a communion of sorts between the artist and yourself.  In each of these examples, you are bringing something of yourself to the task and making for a richer experience by engaging.  It requires both an effort on your part and willingness to open yourself up to something outside of yourself, but in return you get a higher quality experience.

 I propose that one of the reasons prejudice (and the discrimination that results from prejudice) is so prevalent in our society is because of a lack of engagement.  I propose this lack of engagement can also explain the divisive politics that rages through the U.S. and other examples of polarization.

Basically my theory is this:  To communicate effectively and productively with someone who thinks and feels differently than you do, you need to engage with that person.  The more differently that person thinks or feels, the more you need to engage with that person in order to gain the kind of understanding necessary for genuine communication to occur.  We fail to do so for two basic reasons.  First, engaging is work.  It necessitates that we exert a significant amount of mental effort.  It is much easier to just be there, not really listening, not really understanding; relying on our assumptions to fill in the gaps left by our failure to engage.  Second, engaging can be uncomfortable.  When we engage in someone who is significantly different from ourselves we are willfully challenging our own assumptions, ideas, and worldviews.  This is inherently uncomfortable and human beings tend to develop self-defense mechanisms to prevent such a challenge from occurring.

So, instead of engaging we stereotype.  These stereotypes can be positive, but are more often negative.  Even when positive, these stereotypes are destructive because they prevent understanding and dehumanize the “other” in the process.  In this sense, stereotypes are very similar to a template.  Imagine you are trying to start a new blog.  You find a template that has the right look (stereotype), but after you start using it you realize the content you want to include doesn’t fit the template.  The work-intensive method would be to start from scratch and build your own template that has the look you want but also meets the needs of the content you want to provide.  A less work-intensive method would be to modify the template to account for the content you want to add but cannot fit.  However, it is more likely that you will simply trash the content that doesn’t fit—you don’t really need it anyway—and stick to the template you’ve chosen.  If people were blogs, then the template would be what they are (doctor, Republican, person with disabilities) and the content would be who they are (their thoughts, feelings, experiences, and the conclusions they’ve drawn from them).  Our failure to engage trashes the content of the person in favor of the imperfect, inappropriate template we chose to interpret their content through.

This occurs at what I would call the macro level.  We stereotype groups of people and put them into the templates we’ve chosen for them.  When we meet individuals who belong to those groups, we trash any content (who they are) in favor of the template we assume they fit into (our own concept of what they are).  This also occurs at what I would call the micro level, which constitutes using templates of people we know instead of engaging with them at a particular time and place.  That will be the subject of my next post.

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Busy Being Recognized

  • Posted on June 22, 2010 at 7:45 AM

This is what I’ve been up to:

Before

 

 

 

 

 

 

 

 

[Picture of me in cap and gown outside the hotel where the graduation ceremony was held.]

Cropped and Close

 

 

 

 

 

 

 

 

[Picture of me in cap, gown, and honors ribbon holding up my graduation certificate.]

The busyness started on Thursday when I picked up my brother from the airport.  That was a late night.  Then, Friday (an early morning) I attended the graduation ceremony.  My parents-in-law took us out to lunch.  And we came home to finish getting ready for the party.  The last of which was done while watching Avatar (much better movie than all the marketing indicated—the best part of the movie is not the cool new style, but instead it is the world-saving story).

Saturday we had to finish finishing getting ready for the party and then we partied.  Sunday was a much slower day and sad, too, taking my brother back to the airport.

Then, Monday, it was time to get back to work.

It all went very, very well, but blogging just didn’t make it into the mix.

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Praying for Justice

  • Posted on June 15, 2010 at 12:49 AM

Emotional prompt:

On the morning of May 24, 2010, I arose at approximately 6:30 am to wake my son for school.  I discovered that my son was not in his room.  I did not immediately worry because I know that he loves to go for walks.  A few hours later at approximately 10:30 I called the police station when he had not returned.  I was told that he was in custody and was currently being questioned but I was not told why. I immediately told them that my son was Autistic. Although I told them this, they still refused to offer me any information.   I told them the to ensure he got his phone call.  Once he called me, I could barely hear him because his speech was very low.  The only thing I could make out was that he was attacked by the police and he didn’t mean for any of this to happen.  I still had no idea what he was talking about.

Read the rest of the story at A Voice for Neli.

Lord, I ask You to protect this young man.  Keep him whole in mind, body and spirit through this ordeal.  I ask that You shed Your light and truth on this situation.  Reveal the truth for the world and the authorities to see.  Give no quarter to those who would hide in the darkness to sacrifice justice.  Let the truth out and let this family be whole once more.

So I pray, in the name of Jesus Christ, Amen.

* * *

I read these stories of how society reacts to autistics “loose” in the community, and I worry.

Things have to change.

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ASAN Update: Joint Letter

  • Posted on June 13, 2010 at 12:44 AM

Joint Letter on Cross-Disability Representation in Designating Medically Underserved Populations

To:

Kathleen Sebelius
Secretary
Health and Human Services

Mary Wakefield
Administrator
Health Resources and Services Administration

Pam Hyde, JD
Administrator
Substance Abuse and Mental Health Administration

We the undersigned disability advocacy groups urge you to include representation of the cross-disability community on the Negotiated Rulemaking Committee (NR) that will establish a comprehensive methodology and criteria for designation of “Medically Underserved Populations” (MUPS) and Primary Care Health Professions Shortage Areas. As a cross-disability community, we are stakeholders in the task you will undertake. However, we do not fit within the geographic census track data that has been used in the past to designate medically underserved populations. More than 54 million Americans with disabilities, including individuals with physical, mental health, sensory, environmental, cognitive, intellectual, and developmental disabilities experience inadequate health care because of a lack of primary care providers trained to treat them. In 2000, Healthy People 2010, cautioned that "as a potentially underserved group, people with disabilities would be expected to experience disadvantages in health and well-being compared with the general population.” They have and the data is startling.

Basic primary care is not a guarantee for anyone in the disability community. (Drainoni M, Lee-Hood E, Tobias C, et al., 2006) Three out of five people with serious mental illness die 25 years earlier than other individuals, from preventable, co-occurring chronic diseases, such as asthma, diabetes, cancer, heart disease and cardiopulmonary conditions. (Colton & Manderscheid, 2006; Manderscheid, Druss, & Freeman, 2007) Inaccessible medical equipment and lack of trained physicians, dentists, and other health professionals prevent individuals with disabilities from receiving the basic primary and preventive care others take for granted, such as getting weighed, preventative dental care, pelvic exams, x-rays, physical examinations, colonoscopies, and vision screenings. (Kirschner, Breslin, & Iezzoni, 2007; Chan, Doctor, MacLehose, et al. (1999); Manderscheid R., Druss B., & Freeman E . 2007).

People who are deaf or experience significant problems hearing report they were three times as likely to report fair or poor health compared with those without hearing impairments. (NCD, 2009). They have difficulty communicating with primary care providers who don’t want to pay interpreters or “bother” with a Telecommunication Device for the Deaf (TDD). Children with ADD may have difficulty getting examined by primary care providers untrained to treat them. People with significant vision loss are more likely to have heart disease and hypertension, experience a greater prevalence of obesity, and smoke more than the general population. (NCD, 2009). Further, people who are blind often miss out on the prevention handouts and booklets given to patients by primary care providers. Even providers report they have difficulty communicating with patients who are deaf or have severe visual impairments. (Bachman S., Vedrani, M., Drainoni, M., Tobias, C., & Maisels L., 2006)

27% of adults with major physical and sensory impairments are obese, compared with 19% among those without major impairments (Iezzoni, 2009). Research shows that individuals with intellectual disabilities must contact 50 physicians before they can find one trained to treat them. (Corbin, Holder, & Engstrom, 2005)

According to the National Council on Disability (NCD), 2009 report, The Current State of Health Care for People with Disabilities, “[p]eople with disabilities experience significant health disparities and barriers to health care, as compared with people who do not have disabilities.” Further, “[t]he absence of professional training on disability competency issues for health care practitioners is one of the most significant barriers preventing people with disabilities from receiving appropriate and effective health care.”

Members of the disability community experience a broad spectrum of functional limitations that result from their disabilities. Many experience secondary chronic conditions. As the recent draft “A Strategic Framework 2010-2015 – Optimum Health & Quality of Life for Individuals with Multiple Chronic Conditions “ by the HHS Working Group on Multiple Chronic Conditions” (May, 2010) reported, functional limitations can often complicate access to health care and interfere with self-management. The Institute of Medicine noted there is evidence that patients actively receiving care for one chronic condition may not receive care for other unrelated conditions.

The 1997 IOM report Enabling America bluntly stated that federal research effort in the area of disability was inadequate. On July 26, 2005, the U.S. Surgeon General issued a Call to Action warning that people with disabilities can lack equal access to health care. Though some funds are available for developmental and intellectual disabilities through the CDC, Maternal and Child Health, and the Developmental Disabilities Act, the 2007 IOM report, The Future of Disability in America states that research spending on disability is miniscule in relation to current and future needs. In this Report the IOM also warns that the number of people with disabilities is likely to rise, fueled by aging baby boomers.

We need to assure adequate numbers of primary care providers are trained to treat the population of people with disabilities; people with disabilities from across the disability community have access to adequate primary care; and funding is available for research and programs to end the health disparities people with disabilities face. With the passage of health care reform and the formation of the NR Committee to redefine “medically underserved populations,” HRSA can finally work to rectify the problem for all people with disabilities. Collectively, we are an underserved population and we are not adequately represented on the proposed NR Committee. We urge you to appoint someone to represent the cross-disability community, recognize people with disabilities as a constituency stakeholder within the definition of medically underserved populations, and include subject matter experts who represent the health care needs of the cross-disability community. Our groups are glad to serve as resources for HRSA. Thank you. (References below signatures.)

Sincerely

Access Living
ADAPT
ADAPT Montana
Alpha-1 Association
Alpha-1 Foundation
American Association of People With Disabilities
American Association on Health and Disability
Amputee Coalition of America
American Medical Rehabilitation Providers Association
American Network of Community Options and Resources
American Speech-Language-Hearing Association
The Arc of the United States
Association of Maternal & Child Health Programs
Autistic Self-Advocacy Network
Bazelon Center for Mental Health Law
Brain Injury Association of America
Bronx Independent Living Services
California Foundation Independent Living Centers
Center for Disability Rights (Rochester)
Center for Independence of the Disabled, NY.
Center for Self-Determination
Center for Women's Health Research at UNC
CHADD – Children and Adults with Attention-Deficit/Hyperactivity Disorder
COPD Foundation
Council for Exceptional Children
Disability Health Coalition
The Disability Network
Easter Seals
The Epilepsy Foundation
First Signs
Hearing Loss Association of America
Life Skills Institute and Life Skills, Inc
Little People of America
Mental Health America
National Association of County Behavioral Health and Developmental Disability Directors
National Association of Head Injury Administrators
National Association of Councils on Developmental Disabilities
Khmer Health Advocates, Inc.
National Coalition for Mental Health Recovery
National Council on Independent Living (NCIL)
National Down Syndrome Society
National Organization of Nurses with Disabilities
National Association of Private Special Education Centers
National Association of the Deaf
National Center for Environmental Health Strategies, Inc.
National Multiple Sclerosis Society
National Spinal Cord Injury Association
New York Association of Psychiatric Rehabilitation Services
Not Dead Yet
Physician-Parent Caregivers
Regional Center for Independent Living (Rochester, NY)
Rochester ADAPT
Spina Bifida Association
Statewide Independent Living Council of GA, Inc.
Stop CMV - The CMV Action Network
Substance Abuse Resources and Disabilities Issues Program (SARDI), Boonshoft School of Medicine
TASH
Tourette Syndrome Association
Tuberous Sclerosis Alliance
Master of Public Health Program, Tufts University School of Medicine
United Cerebral Palsy
United Spinal Association
Center on Independent Living, University of Kansas

References:
Bachman S., Vedrani, M., Drainoni, M., Tobias, C., Maisels L., , Provider Perceptions of Their Capacity to Offer Accessible Health Care for People With Disabilities J Disabil Policy Stud.; Winter 2006; 17, 3; 130-136
Chan L, Doctor JN., MacLehose RF., et al. (1999) Do Medicare patients with disabilities receive preventive services? Arch Phys Med Rehabil. 80:642-646
Colton CW., Manderscheid RW.. (2006, April). Congruencies in increased mortality rates, years of potential life lost, and causes of death among public mental health clients in eight states. Preventing Chronic Disease: Public Health Research, Practice and Policy. 3(2), 1-14. Available at www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=16539783.
Corbin S., Holder M., Engstrom K. (2005) Changing attitudes, changing the world: the health and health care of people with intellectual disabilities. Washington, D.C.: Special Olympics International.
Drainoni M, Lee-Hood E, Tobias C, Bachman S, Andrew J, Maisels L. (2006) Cross-disability experiences of barriers to health-care access. J Disabil Policy Stud. 17:101-115.
HHS Working Group on Multiple Chronic Conditions. (2010, May) Strategic Framework 2010-2015 – Optimum Health & Quality of Life for Individuals with Multiple Chronic Conditions. (Draft) Available online at:
Iezzoni, L.I., (2009, January 27) Testimony before the Senate Health, Education, Labor, and Pensions Committee, by Lisa I. Iezzoni, MD, Professor of Medicine, Harvard Medical School and Associate Director, Institute for Health Policy, Massachusetts General Hospital, Boston, MA.
Iezzoni LI, McCarthy EP, Davis RB, Siebens H. Mobility impairments and use of screening and preventive services. Am J Public Health. 2000;90:955-961.
Institute of Medicine, (1997) Enabling America, National Academies Press, Washington, DC
Institute of Medicine, (2007) The future of disability in America. National Academies Press, Washington, DC.
Kirschner K.L., Breslin, ML., Iezzoni, LI., (2007, March 14) Structural impairments that limit access to health care for patients with disabilities. JAMA,. 297:10:1121-1125
Manderscheid R., Druss B., Freeman E . (2007, August 15). Data to manage the mortality crisis: Recommendations to the Substance Abuse and Mental Health Services Administration. Washington, D.C.
National Council on Disability (NCD), (2009) The Current State of Health Care for People with Disabilities. Available online at: www.hhs.gov/ophs/initiatives/mcc/federal-register051410.pdf
US. Department of Health and Human Services. Health People 2010. 2nd ed. With Understanding and Improving Health, and Objectives for Improving Health. 2 Vols. Washington, DC: U.S. Government Printing Office, November 2000

[Cross-posted with permission]

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