Online Trolls, Mental Health, & Social Justice

For the benefit of the majority of Americans who are capable of understanding what I’m about to say, I appreciate the opportunity to share some insights with you that might help you better frame how you think about current events and other people’s behaviors. For those of you who struggle to understand what I’m about to say, just know that the point is to find a way for you to still be included in the public discourse with as much understanding as can be achieved. We want everyone making thoughtful, informed decisions and not just reacting emotionally to things they don’t understand, which requires patience and understanding on everyone’s part.

Recent events have inspired this post/podcast, and they arose around other online content I’d already published and then promoted through Facebook Ads, which was probably just asking for it. Facebook has become a toxic environment in which conspiracy theories abound as they are passed around among our least informed and/or least emotionally stable members of society and boosted by Facebook’s algorithms.

Even though our content was supposed to be targeted to pro-democracy users, enough people on Facebook are apparently hate-searching the same hashtags as those used by pro-democracy activists and then posting hateful messages full of misinformation, which likely feeds the algorithm information about their user habits that increases their ability to engage with pro-democracy content without regard for how they are actually interacting. The algorithm is looking at the frequency and duration of a user’s involvement with content, not the qualitative nature of what that involvement looks like.

Hateful comments are just comments to the algorithm. Clicks are just clicks, regardless of the beliefs or intentions of the users doing the clicking. These algorithms are configured to increase the exposure of frequently clicked- and commented-on content based on its popularity with users, regardless of why it’s becoming popular.

This is how social media has been weaponized by bad actors to feed lies and misinformation to unsophisticated users who have no idea that their behaviors are being reinforced for all the wrong reasons, which effectively manipulates them into behaving in hateful ways with increasing intensity over time. My working theory about what reinforces trolling behaviors is that it’s automatically reinforcing because there is an internal adrenaline rush that users get when their posts and comments gain popularity and get shared, which gives them emotional validation. It’s a protest behavior that gets reinforced and maintained by attention from others.

It is only people who are starved for emotionally validating attention from others who seek it out online and fall into the deep well of online trolling behaviors to get it. If that’s the only source of validation and feeling “successful” in their lives, they’re going to do it. The solution is to give them a more appropriate functionally equivalent replacement behavior that still allows them to express their wants and needs such that they are validated with attention, but more importantly, that are met with more powerful reinforcers than the ones they receive by trolling. We’ve got to give them something more rewarding than what they get from spewing hatred while still giving a voice to their wants and needs, as well as access to appropriate solutions.

These are not our brightest problem-solvers. These are the people with arrested emotional development and limited coping skills who resort to name-calling and hostile behavior because that’s the best they’ve got. They feel trapped in a life they can’t handle where their wants and needs go unmet and they don’t know how to appropriately advocate for themselves. Emotionally speaking, they are simply very old children.

Thankfully, only a handful of trolls found our online content. All of them were adult males, mostly middle-aged or older and white, based on their Facebook profiles. All of them were triggered by a single word in the title of the program being promoted, which is our Social Justice group on Meetup, in which I conduct live events and share content with group members who are interested in learning how to participate in the advocacy processes of publicly funded programs to enforce their rights as program beneficiaries or the rights of other eligible beneficiaries who need help advocating for themselves.

In our Meetup group, I take my experiences working in special education, regional center, rehabilitation, and other publicly-funded programs for people with disabilities and generalize them to the same processes and procedures that exist within other publicly-funded programs that exist to benefit citizens with other other types of need than disability. Many of these other programs address social welfare issues, like housing, food, and healthcare.

Americans pay into these programs so that they are there for them if and when they need them. If we’re going to pay taxes to pool our resources as the Public to achieve economies of scale and efficiencies that we otherwise wouldn’t have on our own as individuals, then those resources and economies of scale better provide for us when we need them.

There is nothing un-American about expecting the American government to work and being worried and angry when it doesn’t. What is un-American is failing to abide by the rules already in place and making excuses instead of improvements as a public servant or a voter. If the existing rules create more problems than they solve, then responsible leaders in local publicly funded agencies raise these issues with their legislators and don’t stop making noise until the problems get fixed. They don’t go, “Oh, well. That’s just the way it is in the ‘real world,'” and fail to solve the problems.

I’ve made this point before and I’ll make it again, here, that Project 2025, which articulates the literal plan for a white “Christian” nationalist take-over of all the bureaucratic mechanisms of government, is nothing new. It’s what I’ve been up against since I first started working as a lay advocate in 1991. It’s what I was up against when I participated in the most litigation of my career in the mid-2000s through 2012 as a paralegal, supporting attorneys in special education mediations and due process hearings, as well as court trials in venues ranging from state superior courts to the 9th Circuit Court of Appeal. It’s why I went back and got my master’s degree in educational psychology in 2013; I knew I needed to come at these issues from a more informed, expert position to be more effective.

The anti-everything-not-like-themselves by some of the least competent members of society who, through privilege and cronyism, have managed to acquire power, is nothing new to me. There is nothing more reckless than giving someone with low intelligence and emotional instability access to a whole lot of money. I’d have to go through the whole origin story of the public education system and how other public programs were modeled after its administrative design to explain how we got here, and that’s enough information to create an entire college course titled, “The History of American Public Education.”

Let me just cut to the chase and say it’s been a political shit-show from the beginning and that all of the laws that prohibit discrimination in the public sector are there because these knuckle heads have been in there undermining and sabotaging the system from within all along. They have been doing this so that they and their like-minded collaborators can point to the failures of the system they caused as “proof” that this system of government is a failure and should be replaced with something different, like giving them total control with no accountability.

These are the people who want to eliminate the U.S. Department of Education and make it so that only wealthy elites can afford to educate their children, while depriving the general public of access to information and learning that will allow them to participate with understanding in our representative democratic government. There is a reason that the pre-Civil War slave owners didn’t want their slaves to learn how to read; a literate, intelligent, and informed group of slaves was capable of planning and executing an escape or even an overthrow of their masters.

By depriving the American public of a sound, responsible public education system these hostile elites would hoard all the knowledge and only use that of it which would give them an even greater unfair advantage over everyone else, while ignoring anything that potentially highlighted any errors in their thinking. This would prevent the public from knowing how to take back its own power, live freely, and thrive for its own benefit rather than only for the benefit of the elites, while elites choosing to only acknowledge the facts that suit their purposes run everything into the ground by failing to abide by reality.

It is the least educated and/or least emotionally stable among us who become the most useful idiot minions of the anti-American elements in this country, which are fueled by money from self-serving domestic billionaires and foreign enemies, and facilitated by domestic and foreign influencers using online propaganda to exploit social media algorithms, radicalize these people, and turn them loose on the rest of us like ticking timebombs. Our current-day lone shooters are our domestic version of the suicide bombers of the 9/11 era.

Statistically speaking, a certain percentage of the human population has disordered thought to such a marked degree that their participation with social media brings on the worst manifestations of their symptoms possible. In the special education arena, I’ve got one student on my caseload who is so screen-addicted that she engages in property destruction with full-on screaming rages at home if she’s expected to put down her device and go do something with her mother in the real world. I’ve got another student who impulsively, without fail, will immediately gravitate to any social media app that has a chat feature and start trolling strangers because she thinks she’s being funny and she’s cracking herself up, but then they come back at her with equal venom and she has a mental health crisis that can escalate to actual self-harm or attempted suicide.

These are real issues that I’m dealing with right now in the real world, and these two students are hardly the only ones. These are just the only two cases on my caseload right now with these issues, but this has become an ever-increasing issue for a lot of students who I’ve represented over the last 15 years as internet use has become more ubiquitous throughout public education. For the student with the chat app issues, the school district hired a cyber security expert to figure out how to block any of the kinds of content that she might misuse on her district-issued devices, while still giving her access to the online content necessary for her classes and without a human being having to actively monitor her device usage throughout each school day.

All of that is great for understanding the nature of the behaviors and the challenges faced by those who engage in them, but what does one do about it? For me, that’s still a work in progress, but I can tell you how I’ve handled it so far and whether I think it’s working or not. It’s early days with me and the fascist trolls, and there have only been a handful, but I’m already seeing trends in the data emerging, not the least of which is the older white male observation I mentioned previously.

I’m totally using Applied Behavioral Analysis (ABA) to inform my responses to the trolls, as well as legal strategies I’ve learned from lawyers and judges over the years that can be generalized to other situations and contexts that align with the principles of ABA. One of those strategies is what I like to call “Jedi Mind-Trick Jujitsu,” in which I take control of the narrative by using their own language to defeat their own points, then redirect everyone’s attention to what my originally posted content is actually about and encourage people to join our group and participate in our live events.

In Jujitsu, there is a move whereby the enemy throws a punch, but you lean to one side, grab their arm at the wrist just below their fist, and pull them forward and down to the ground, using the inertia of their own punch and their own momentum against them while side-stepping the punch altogether. In “Jedi Mind-Trick Jujitsu,” with these trolls, I’m taking the energy of the insult or slur, mocking the ridiculousness of it as politely as possible by pointing out the truth in a friendly manner, providing immediate forgiveness to the offending party, following it with an analysis of why this person is engaging in this behavior and why everyone else should feel bad for the offending party rather than revengeful, and promising to pray for the offending party’s poor tortured soul or otherwise blessing their heart.

None of the trolls have replied back and no new hate posts have come in since I replied to the last one, though that could change. I’ve posted my replies to each troll’s posts almost immediately after they were made. None of my replies took their bait. They were looking to pick a fight with people who are just as emotionally dysfunctional as they are, and they’re not going to find that here. Engage in maladaptive behavior like that in front of us, much less in writing with a hot link to your profile, and we’re going to offer personalized forgiveness and explain why, then redirect readers back to the original point of our posted content.

We work with mental and emotional health issues and challenging behaviors every day. Trolls aren’t scary to us; they’re pitiful. They are victims of our country’s mental health crisis. They warrant our pity because they are so terribly troubled and broken and they deserve our effort because we need to keep them from becoming unsafe to themselves or others.

Trolls are mean to strangers online because that’s the best they’ve got. That’s a tragic way to live, and it’s not hard to see how people from this segment of society are easily radicalized into acts of violence over things that make no sense, particularly when the information they receive is manipulated to limit their understanding and provoke their anger through their strongest connection to the world: the internet.

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The other data point that emerged from how the trolls responded to our posted content about our Social Justice group on Meetup, was, as I stated above, a single word. That word was “Social.” The tiniest minds think that this automatically means “socialism,” which they then equate with “communism,” the definitions of neither being known to them, which explains why one of them referred to me as “comrade” in his disparagement of our post.

Here’s the thing: The point of the post was to promote our pro-democracy group and teach people how to participate in the mechanisms of democracy at the local level, all in the pursuit of a just society in conformity with the Constitution of the United States. None of them actually read about what we were doing. They saw the word “Social” in the title and were immediately triggered. The irony was totally lost on them that they were using “social” media to spew their moronic hatred towards our use of the word “social” in the title of our online events.

For people who think anything that uses the word “social” automatically means “socialism,” and you oppose socialism, then you need to get off of “social” media! And, God forbid you attend the Sunday Ice Cream “Social” at church after service, or the commies will start kicking in the front door of your house before you even get home. It’s a freakin’ word with multiple uses, depending on context. The title of our group is also a play on words with a “social” justice education initiative being carried out using “social” media and online meetings to interact in a “social” way to talk about how to uphold democracy at the local level. Tinier, fragile minds didn’t get the pun or the point.

Those of us who are not so badly compromised as that have a responsibility to take care of those of us who are, not ignore or exploit them. We are our brothers’ keepers and it takes a village. Humans are social animals by nature, so we need to figure out better ways to socialize with each other than what we’ve got going on right now. We have plenty of existing psychological, sociological, anthropological, and historical information to make wise, informed decisions as a populous, but that information is not equally available to everyone and educational equity is necessary for the survival of our species.

We can’t figure out how to work together if we’re too busy being pitted against each other by those in leadership for their own selfish purposes. Looking out for each other and collaborating for the mutual benefit of everyone is consistent with the teachings of every great religious leader the world has ever remembered, and none of them preached hatred or violence. These same values are also consistent with the rules of our democracy.

One piece of advice that I can give to sane, rational people dealing with trolls is to not look at what they post as an overture to start an actual conversation and engage in any kind of legitimate debate. Don’t take their bait; they’re just looking for someone to disagree with them and call them names back. That’s their idea of two-way conversation and social engagement, but it’s all one-sided and they’re too impaired to see it for what it really is. They approximate and mimic conversational behavior, but they can’t actually hold a real conversation, at least not while they are triggered and escalated. The adrenaline rush of a heated exchange is often as close to getting emotionally engaged with other people as they can get.

Troll posting is a ritualized behavior that includes scripted speech, which is not the same thing as a two-way conversation. Two-way conversations require both parties to listen with comprehension and think about how what each person says relates to what the other person says, and negotiate in some kind of way to reach a mutually agreed-to conclusion about whatever is being discussed. Troll posts are nothing like that. Troll posts are one-sided cries for help from mentally and emotionally anguishing people.

What has made all the difference for me when I encounter these kinds of behaviors in any social context is to recognize that this isn’t a conversation, it’s a ritualized behavior that includes words, at which point I can’t take whatever is being said seriously because it’s only function is to get an emotional rise out of me and engage me in a dispute. I’m only interested in a real conversation. I have no reason to reinforce that behavior by giving the person what they were looking for and engaging in a heated dispute with them.

That would give them my sustained attention in the form of an attempt to convince them they are wrong, which they would never do, which would make them feel powerful and leave me drained and exhausted with time I’ll never get back wasted on the whole endeavor. If I took the bait and wasted time I can’t spare to argue with a troll, then I’d be kicking myself afterwards for letting myself go there, and the troll is still living rent-free in my head. Hell, no!

By understanding that the function of the behavior is automatic reinforcement by way of making the troll feel powerful when they bully someone into submission, you can redirect them to a more functionally appropriate way to feel powerful without acting like an asshole. If I took the bait, it would be an open invitation for them to visit their wrath upon me, so I’m not taking the bait. However, I will take the opportunity to reclaim the narrative and redirect other people’s attention back to what actually matters. I can turn a troll post into a marketing opportunity for my event by using their drama to get other reader’s eyes on the back and forth, and further pique their curiosity about our live online Meetup events.

One of the motivating ideas behind trolling behavior is to come on strong so as to presumably present as a strong person. But, truly strong people don’t actually act like that. Truly strong people don’t give a shit whether people are impressed by them or not; it takes too much energy to care and there are far too many other more important things to worry about in life than that. Truly strong people just take care of their business and don’t have a need to come on strong when they disagree with other people.

These trolls are weak people acting how they think strong people act, as seen through their eyes as people who are regularly ignored or exploited by others who are stronger than them. They can’t actually conceptualize what stronger people must be thinking or feeling; they can only observe the outward presentations made by stronger people and attempt to emulate what they think they are seeing.

People who are lacking in competencies have historically found themselves on the receiving end of a tongue-lashing more than once in their lives for making mistakes that a more competent person would never make. From their perspective, it may seem that yelling at people and accusing them of being deficient is what being in charge is all about. Therefore, according to their logic, if they go around yelling at people and accusing them of doing bad things, they should be put in charge.

This strategy sometimes actually works for them in the short-term, but their actual lack of skills dooms them to ultimate failure. They can’t actually handle the responsibilities that come with the power they manage to acquire and their efforts to fake it until they make it blow up in their faces because they are literally faking it and have no idea what they are doing. Dressing for success is pointless if you don’t have actual job skills.

A good public-facing example of this is Arkansas governor Sarah Huckabee Sanders, who is being investigated for financial improprieties with public funds and who, with each new investigation or investigative finding being reported in the media, passes new statewide executive orders that violate the First Amendment of the Constitution of the United States by banning the use of certain “woke” terms like “Latinx” or “pregnant people” in State documents. She’s apparently getting all the “mam-maws” and “pap-paws” riled up over nothing so they don’t notice her robbing them blind.

It has been alleged that some of the taxpayers’ money in Arkansas was used to send Governor Huckabee Sanders to Paris, France with her girlfriends to party and charged off to the State as a credit card purchase in an amount just shy of the $20K reporting limit on State employee credit card purchases as an allegedly fraudulent purchase of a customized speaker’s lectern that has yet to make a public appearance or ever be used to anyone’s knowledge. This alleged “Lectern-gate” matter is still being investigated, given that over $19K was spent by the Governor on a lectern with no actual lectern to show for it, the Governor allegedly bought it from a company owned by one of her girlfriends who went with her on the Paris trip, and said friend’s business does not sell lecterns as part of its normal course of business.

The abuses of authority alongside Arkansas’ long-standing low performance statistics as a state, such as with poverty, healthcare, crime, and education, reveal an entirely dysfunctional state government that is dependent upon other, better managed states that produce more tax revenues than they need to supplement Arkansas’ own tax revenues in order for Arkansas to function in any capacity at all. By contrast, for example, California has the 5th largest economy in the world and could function as a self-funded nation-state, if it had to. If Arkansas were cut off from the tax revenue it gets from states like California, there wouldn’t be enough money in the till for the Governor to steal.

Broken people may briefly attain power, but they usually don’t have the skills to hold onto it for very long. It takes a fleet of broken people working together from positions of power to do serious harm over extended periods. We generally regard these kinds of folks as being part of a conspiracy when they collaborate with each other to achieve dysfunctional ends on a large scale. But, as with “Lectern-gate,” these folks really aren’t all that good at covering their tracks and tend to leave a wake of destruction that serves as a mile-wide evidence trail. We’re seeing it happen right now with all kinds of folks from what’s left of the Republican Party, a great many of them being attorneys.

They’re banking on the rest of us being too exhausted to deal with their bullshit and just letting them go do whatever so we can stop and rest for a minute. Those are the moments they seize to do real harm. They wear us down to create exactly those kinds of exploitable moments. It’s like an emotionally abusive partner who always picks a fight right before bedtime that goes on for hours into the night, night after night, leaving the other person too exhausted from sleep deprivation to make rational decisions. A sleep-deprived person is inclined to cave in on everything just to keep the peace and impaired beyond thinking clearly about getting out of the relationship. This is also how unethical employers trap people in high-stress, physically demanding, low-paying jobs for decades on end.

Abusive people tend to do poorly in unstructured situations. The more the environment is configured to discourage abusive behavior by imposing structure, the easier it is to keep people busy doing things that are productive and healthy. One doesn’t have the time or motivation to go rob a bank if one is happily employed and well paid, for example. Not everyone handles unstructured time well and, when given too much freedom and left to their own devices, some people use their employer’s credit cards to go party in foreign cities with their friends.

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The bottom-line take-away from this post/podcast is that everyone deserves to live in a just society that treats them fairly, no matter who they are, and not everybody is healthy enough to appreciate what that means. We can’t take it personally when someone else doesn’t have the ability to get it, and we serve ourselves by looking out for that person and helping them meet their needs instead of shunning them and cutting them off. We need to take a serious look at the wants and needs of the people who pose the biggest threats to our democracy and then figure out the most appropriate ways to see their needs met so that they aren’t feeling “othered,” ostracized, and vindictive towards the rest of us.

Trolls’ behaviors seek attention for a reason and we’ve got to give them more appropriate ways of calling attention to their wants and needs without causing harm. I suggest we start by responding to the hateful comments left by trolls in the most loving ways possible, without being afraid to poke fun at how silly they are making themselves look with their hateful comments. React the same way you would to a 4-year-old who didn’t get what they wanted for lunch, and now they’re packing a bag in their bedroom while crying and threatening to run away.

Acknowledge their suffering because they’re upset, but be willing to chuckle at how silly it is to be running away from home over cucumber slices. You’re laughing at the behavior, not the underlying reason why it happened. It’s okay to hate the behavior, but try not to hate the person. You need to mentally separate the person from the behavior because they are two different things. They’re totally related to each other, but they aren’t one in the same. If trolls were better equipped to deal with life, their behavior wouldn’t be so bad. Nobody is awful on purpose just to inconvenience you. No matter how much Hell they visit upon you, it’s infinitely worse for them living in their skin. You can get away from them, but they are stuck with themselves forever.

Trolls only come on strongly because they are lacking the amount of strength they are attempting to project; it’s a lie and they are actually cowards. Standing up to them with logic and facts generally shuts them down. Your alternatives are either ignoring their comments and leaving them to poison your posts, or getting baited into a heated, emotional exchange intended to exhaust you and wear you down. Shutting them down quickly with logic and facts appears to achieve a respectable degree of damage control and refocuses other people on the actual messages that you’re trying to convey.

That isn’t to say that an entirely deranged hothead won’t resort to stalking someone who dares to shut them down online, but these kind of people aren’t the majority of the people spewing hatred online and even the stalkers usually leave an evidence trail a mile wide. Most of the online haters are cowards who will never show themselves offline to the same degree they expose themselves online. Name-calling and profanities are the best they’ve got.

I’ll save my name-calling and profanities for my private conversations with clients and colleagues, as well as occasional comedic bits in my online content, about the characters in public office we encounter who are obstructing the legitimate functions of our democratic government every day. We all need to vent and there is a time and a place for everything, including venting.

What you will never see us do is go out on the internet and post hateful comments on other people’s content. We may disagree and provide our reasons for disagreeing if we come across something that jumps out at us, and we may point out the potential adverse consequences of acting according to another party’s online advice if we think that advice is bad, but that’s not the same thing as name-calling and hate speech. There’s polite, informed dissent and there’s raving like a lunatic.

I hope this has helped you organize your own thoughts around how to work with people who don’t quite get it with a little more compassion, which has greater chances of helping you achieve healthy outcomes for everyone involved than ignoring them or attempting to argue with them about the flaws in their logic. Proactively, going forward, I encourage you to frame things with “I-statements” when presenting an opposing point of view, such as, “I hear what you’re saying, but I’ve always understood it to be the case that XYZ, and what you’re telling me doesn’t really explain that. Why do you think that is? What am I not understanding?”

When you put a single unaccounted-for variable in front of them and ask them to account for it, whatever faulty logic they were trying to assert falls apart and they realize they’ve left something out of the equation. When you see that they’ve realized they don’t know how to resolve what you’ve pointed out, that’s your chance to continue with your logical explanation for XYZ with language like, “Aw man! So, what I’ve been thinking this whole time is that, because ABC and 123, XYZ happens. Does that make sense? Am I missing something? I thought I had it figured out, but maybe I’m wrong. Am I wrong?”

At that point, you take ownership of the doubt they are unwilling to let themselves feel about their own perceptions of things, and the troubled troll starts to put things together logically in their own mind based on the simple explanation you’ve given in an effort to remain the voice of authority by giving you an answer. This allows them to arrive at the correct conclusion on their own by thinking it through without being told they are wrong and getting emotionally triggered.

If you impose structure on the thought process by identifying only the variables that matter and leaving out the extraneous fluff in an emotionally neutral way that shifts the element of doubt onto you, then ask for their opinion of what you’ve just said, you’re just asking for feedback on what you understand to be the case and correction where you’re wrong. There’s no reason for them to feel threatened by that and a lot of times it actually buys trust because then they’re able to say, “Well, when you put it that way, you’ve got a point,” or “I hadn’t thought about that, but now that you mention it …” and a rational conversation is more likely to happen.

One of the trolls who posted on my content asserted that it isn’t justice if it’s prefaced by an adjective like “social,” there’s only justice. That made absolutely no sense, but I was willing to entertain the idea, so I replied with, “Fascinating perspective! What evidence supports that argument?” and never heard back. That’s not a hostile response, but I’m also pretty sure there’s no actual evidence to support that argument. I’m willing to be wrong on that, but I guess only time will tell if he’s going to come back and educate me with some real evidence that proves me wrong.

In the meantime, I hope you are able to cope with trolls better after reading this, whether they show up in your life online or in person. All of this can be generalized to dealing with nasty people everywhere, but for our families who rely on us for advice about special education and disability resources, generalize it to every nasty person who stood in your way when you tried to get appropriate services and supports for your loved-one with special needs.

Ronald Reagan is given credit for saying, “Trust, but verify,” when it came to dealing with other heads of state and government officials. I think using that approach whenever anyone attempts to convince you of something. particularly if they are emotionally passionate about it, is always a best-practices way of dealing with them.

Ask for evidence in support of arguments that seem unlikely. Ask for their advice as to how to weigh contradictory information against what they’ve just told you. Don’t accuse them of anything or call them names. Treat your exchanges like dignified conversations, set the behavioral example, ask pointed questions about their assertions, and sincerely express interest in understanding their point of view. They do have a communicative intent to express an unmet want or need, but it can be difficult getting to the actual underlying message through all the behavioral chaos and word salad.

One of the parents I used to represent called the scripted speech from her daughter’s emotional outbursts “throw-up words” because they were just verbal barf that came with all the other out-of-control behaviors, not a real conversation. In the moment, she didn’t know what the Hell she was saying, and she usually felt terrible about it afterwards. The moment you can discern “throw-up words” from real conversation and stop caring about what is being said and then focus on why it’s being said, that is the moment you regain control of the conversation. The words are the symptoms and you need to treat the underlying disease, metaphorically speaking.

Express caring for their welfare and forgiveness for their crude behaviors. Forgiveness means they aren’t living rent-free in your head once you’re done responding to them; it’s for your benefit, not theirs. Let them stew in their own juices if that’s what they really want to do, but that shouldn’t affect the quality of your life.

Sometimes, all you can do is say, “Bless your heart, you poor tragic creature,” and move on to your own bliss without carrying the dead weight of their opinions or the living with the consequences of their behaviors. There’s no reason to feel bad about that. Love is doing what’s in the best interests of everyone involved, including yourself. And, so, on that note, thank you for hearing me out and, until next time, peace be with you.

Locus of Control in the Classroom & the World at Large

I watch the news and read up on a lot of court cases and pending legislation these days because all of it is related in some way with the work I do in special education as an advocate, paralegal, consultant, and direct services provider. Congressional spending, public policy changes, new litigation, and all kinds of other world events have direct bearing on special education and the individuals I assist and protect. Similarly, how the powers that be respond to the legally protected needs of the individuals I serve speaks volumes to the state of our democracy at the local level and the degree to which State and federal oversight is effective or not.

The concept of locus of control is not widely known or understood, but it should be. It’s a fairly simple developmental concept to understand for adult-level problem-solvers. It’s one of those things that, if the majority of intact adults understood it, it would contribute to what could effectively be psychological herd immunity against the fringe ass-hattery that is taking up way too much political and cultural space right now in our modern day societies, and help us restore and repair things to a more equitable equilibrium.

Locus of control describes a person’s understanding of the degree to which they have agency over their own lives. A person with mostly an external locus of control believes that life is something that happens to them and some other external force beyond their control is responsible. Having an external locus of control is normal for babies, but dangerous for adults. Conversely, a person with mostly an internal locus of control will assume responsibility for everything that happens around them, engaging in controlling behaviors as well as delusional thought, often to a narcissistic degree.

Living at either extreme of the locus of control spectrum is unhealthy. At one extreme is the willing victim and the other is the predator. As with most of these kinds of things in psychology, what is considered “normal” when it comes to locus of control can be expressed through statistics using normal distributions. Here, “normal” means the majority of people who fall along the locus of control spectrum between the two far extremes, with some mix of both internal and external loci of control depending on the unique circumstances relative to the individual developmental maturity of each person.

I don’t want to focus on the statistical outliers on that spectrum here. I want to focus on the majority of us who fall along the locus of control spectrum between those two extremes and how the relative ratio of internal versus external plays out in each of us such that it affects our behavior and how we raise our children to become intelligent, empathetic, responsible independent thinkers or not.

In order for us to apply the science successfully to the classroom and beyond, we have to first apply it to ourselves. We need to understand our own perceptions of locus of control before we can start thinking about other people’s individual perceptions of it and how that affects their behaviors and relationships.

A healthy concept of locus of control is somewhere in the middle between fully external and fully internal. The reality is that some parts of life are beyond our immediate control and other parts of life are entirely within our control. Rather than applying the concept of the locus of control spectrum to the person as a uniform monolith, one’s standing is better understood by applying this spectrum to a specific situation and asking, “How much of this immediate situation is actually within my control?”, and “How many things are actually within my control that can change this situation for the better?”

There is a commonly used prayer among Christians called the Serenity Prayer, which goes: “God grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.” This is the essence of the locus of control self-assessment in day-to-day life. I can think of no better tradition that captures how reality works with such scientific simplicity than this. Science doesn’t compete with religion, it measures the truth of Creation. When used responsibly, it reveals miracles that can teach us a great deal.

Sometimes the miracles are more magnificent than previously realized and only known once more data comes in, such as when Galileo asserted that the Earth revolved around the Sun rather than vice versa, which contradicted the teachings of the Church at the time. Unfortunately for him, he was found guilty of heresy and had to choose between 1) pleading innocent totally knowing that he would be found guilty and would have to spend the rest of his life in prison, or 2) taking a plea deal and spending the rest of his life on house arrest, even though he was totally right. The miracle is actually greater than what the Church was teaching, but it was afraid of losing the trust of its followers if it admitted that it had been wrong about the Earth being the center of Creation with everything in the Heavens revolving around it, so Galileo died a convicted criminal for asserting the truth of God’s actual Creation.

We’re seeing the same kind of thinking right now when it comes to climate change. The miracle is bigger and more magnificent than previously realized. Sadly, our abuse of the knowledge we’ve gathered as a species thus far has been to the detriment of the environment all around us. The harm we’ve done is now proving to us how things are supposed to work and what we’ve misunderstood in the past. The Creator speaks to us through our errors and lets us know when we’re failing to abide by the terms of Creation. We have invited harm upon ourselves through our own behaviors and now we have to change our behaviors to save ourselves. This goes directly to every person’s unique concept of their own respective individual locus of control.

There are now corporations whose very existence depend on us believing we need them. They don’t want to lose our dollars, so they can’t afford for us to lose faith in their businesses and they’re attempting to conceal the fact that what they are doing contradicts the larger miracles that have been revealed by science. I’m thinking of processed foods, farming-related dust bowls, and fossil fuels, here, and the amount of money spent on marketing and lobbying by these industries to influence how they are perceived by the public versus what they are actually doing.

These industries abuse the science to manipulate the masses with specific messages targeted to specific audiences, using algorithms to spread their messages online, and relying on normal human word-of-mouth discourse to take it from there. These are the same tactics used by political propogandists, and there can be a blurry line between corporate marketers and political propogandists. An informed public recognizes the attempts at manipulation for what they are and rejects them outright; an uniformed public becomes more easily radicalized and brand-loyal.

All of that goes to how locus of control operates on the larger scale. Understanding that, the next question here is, “How can that knowledge be applied in the classroom?” My response is that it depends on the ages and developmental levels of the students involved.

If you’re talking about young children or older students with developmental delays, these concepts need to be explicitly taught and the students need to be given clear, succinct, easy-to-understand descriptions of what they have the power to do for themselves and what requires the authority of others. Visuals, including classroom artwork and graphics, should be placed where students can see them during the school day to reinforce the messaging from the explicit instruction.

Honestly, if School House Rock were to make a new video teaching kids about locus of control, that would be amazing. Until then, it’s up to parents and teachers to learn about it and incorporate it into their parenting and classroom management practices, respectively.

With our older kids, my go-to is always Project-Based Learning (PBL). If the project is to assemble an Ikea cabinet using the instructions as a small group of three or four students, then it’s a great way to teach locus of control concepts. The students can’t change the physical features of the cabinet being built, the parts that come with it, or the instructions provided. That’s beyond their control. What they can control is their own behavior in response to these uncontrollable facts. How they go about putting together the cabinet is a choice. What they are putting together is not. This is a balance of external and internal locus of control to fit the situation.

It doesn’t have to be Ikea furniture. It could be anything. In our sister program, the Learn & Grow Educational Series, I’ve embedded this locus of control instruction into PBL lesson plans that require students to create self-watering gardening containers from 5-gallon buckets and use them to grow food. Anything that is project-based will come with fixed parameters that go to an external locus of control, and students will have to make choices and act upon them, which goes to internal locus of control, to achieve the intended outcome. For most people, having at least a little bit of external imposed structure helps them organize their thoughts and get things done.

Products that provide at least part of the solution by their very nature will impose some structure on the situation that limits the number of choices a person has to make to get the job finished. For example, simply having shopping carts available by the front door of the supermarket immediately solves a problem for shoppers that makes gathering what they need to buy without a huge hassle more accessible to them than if they had to figure out how to carry around their stuff while shopping on their own.

This can be equally applied in the classroom. A teacher can use a desktop office tray for papers and folders, perhaps several stacked upon each other. Each tray could serve a specific purposes, such as one for turning in completed work, one turning in notes from home and permission slips, and one for suggestions for making the classroom better, for example. The system could be designed to support the teacher’s classroom management strategy and impose some external structure on students’ classroom behaviors.

Simple organizational strategies that set the stage are often enough externally imposed features for our typically developing learners to develop effective and efficient learning practices, particularly if these practices are modeled by the teacher in the beginning and by other students once they adopt these practices as the school year progresses and these strategies are being regularly used. These strategies eventually become part of the routine because they work, freeing up mental energy that can then be invested in troubleshooting more complex concerns.

Routines are convenient because they relieve us from having to think too hard about what we need to do in the moment, which allows us to then think ahead about what else we can take on now. When we have a lot of actual thinking to do about other things, reducing the things we always have to do in the moment to simple, thoughtless routines is an efficient use of time. Routines that can be memorized using music can become some of the most relied upon routines in a person’s life, because music seems to amplify the strength of the routine -for most people when they are paired together. This has implications for day-to-day life, as well as classroom practices. It’s just a good strategy for life for most people, though everyone processes information differently and not all strategies will work for all people.

It appears that, generally speaking, it is normal for humans to strive for some kind of equilibrium that strikes a balance between external and internal locus of control. In general, we want enough external controls to limit the number of choices we have to make in a given situation, but not so many limits that the only options for us to choose from are bad ones. Too many choices and we can’t decide what to do. With somewhat limited choices, even if its the lesser of all evils, at least you can make the best of what you’re given to work with. With extremely limited choices, it really doesn’t matter what you decide because you’re screwed no matter what.

Creating a safe and nurturing classroom that fosters functional independence among its students requires the same kind of thought and planning as does creating a safe and nurturing society that encourages individual freedoms. An understanding of locus of control can go a long way towards improving both, and I’m encouraging you to invest the time to learn more about it, contemplate your own perceptions regarding your own locus of control, and consider how other people’s choices are influenced by their own perceptions of locus of control. It gives you a new dimension by which to consider other people’s behaviors, but it only makes sense once you’ve learned to understand it about yourself.

From there, you can begin to think about what someone else’s concept of locus of control might be. You must have a relatively healthy self-concept of your own locus of control in order to be able to conceptualize and empathize with someone else’s. You basically have to walk a thousand miles in your own moccasins before you’re able to walk a mile in someone else’s with understanding.

All of this goes, then, into a larger analysis of the function of a person’s behavior, which requires a behavior analytic approach. When you’re trying to figure out where another person is coming from, whether as a parent trying to understand your child or as an IEP team member trying to understand another member of the team, having a fairly accurate understanding of that person’s sense of locus of control about whatever is being discussed goes a long way towards understanding whether that person is going to seek solutions or make excuses for a problem you need solved.

In applied behavioral analysis, the function of the behavior is ascertained by determining what antecedents triggered the behavior and what consequences rewarded its use. Ecological factors are examined to further determine if anything specific in the environment, such as a specific noise or person, and/or any other specific circumstantial factors, such as time of day or disruption in routine, increased the likelihood of the behavior occurring in the presence of the antecedent. These exacerbating factors are referred to as “setting events” or “motivating operations.” Many professionals use the term “M.O.s” to refer to these exacerbating factors.

Some antecedents arise from internal body and/or mental states experienced by the individual that no one else can observe, which are referred to as “private events.” In other instances, the antecedent may be an externally observable factor, but there are private event M.O.s involved. Locus of control is an internal, private event, that often influences how a person responds to antecedents in their immediate environments, and it can often be deduced by observing the person’s behaviors. How someone reacts to external stimuli can reveal a great deal about how much control that person believes they have in a given situation.

Whether you’re talking about working with learners or participating in important meetings, understanding where another person is coming from in that regard can be an eye-opening experience that better informs how you need to respond to their efforts to work with or against you. It also tells you just how much of the situation is within your control and how much of it isn’t, so you can choose your actions wisely. It helps you discern that which you can control from that which you can’t so that you can exercise the courage necessary to achieve what is actually realistically within your reach, making as much positive progress as you are able and creating opportunities to create even greater improvements later on in time.

As much as I hope you are able to use this information to create and implement good IEPs, I equally hope you can incorporate it into your understanding of yourself and others and you progress along your own journey of self-discovery and growth as a person. The more we understand each other, the easier it becomes to relate with each other and work more collaboratively than competitively. I believe it is the responsibility of those of us who study these sciences to explain what we know about healthy human development so as to help humanity develop in healthy ways as time goes on. We need to be getting better as these kinds of things over time, and that can’t be achieved by withholding the professional knowledge from the general public.

I’m happy to democratize that knowledge to the degree that I am able, and I encourage you to do your own additional research into the science around locus of control and related psychological concepts. I hope this helps you develop a healthier understanding of yourself and others, and contributes towards your successful efforts to make the world a better place. I think this is critical knowledge for any and all parents participating in the IEP or 504 process for their children in the public schools. It’s relevant to understanding your child’s individual needs, as well as where everyone else on the team with you is coming from and how to respond to them in ways that are most likely to protect your child.

From an advocacy standpoint, it is important as a parent in one of these meetings to know if you’re being shut down by a bureaucrat agency loyalist enforcing an internal policy that violates the law because they believe they lack the authority to buck the unlawful policy, and are thus acting according to an external locus of control. Someone like this is incapable of legitimate problem-solving and it’s a waste of time arguing with them. This is when you, as a parent, may find it necessary to file a compliance complaint with your state’s education department, a civil rights complaint with the U.S. Department of Education’s Office for Civil Rights (OCR), a due process complaint with your state’s special education hearing office, or some other legal action.

In a situation like this, once they’ve said, “No,” and blamed agency policy in spite of the language of the law, go straight to accountability. You’re wasting time trying to convince them they are breaking the law once you’ve made the record about it the first time. You may still end up resolving things through a confidential settlement agreement, but the offending agency may not be willing to make things right by you until you file something that gives it the opportunity to settle with you in secret. Sometimes, a governing board of a public agency will not authorize the costs of resolution unless it gets rid of a legal action; as a policy, they will not do the right thing unless/until they are forced to by a legal action of some kind taken by the parents.

When you’re talking about locus of control, such “leadership” starts out by laying heavy on the internal locus of control by choosing not to comply with the law, but shifts to external locus of control once a parent actually takes some kind of formal, legal action to resolve the matter. The only way the agency can regain and restore internal locus of control to the point of functional equilibrium at that point is usually to settle the matter by way of some kind of confidential agreement by which it gives up all kinds of considerations to the family but admits no fault on the part of the offending agency.

When you can understand the power dynamics that revolve around locus of control, it makes you a more savvy and practical negotiator. It makes you better at assessing other people’s credibility, as well. Most importantly, as a parent, it makes you a more compassionate teacher and cheerleader for your children as you help them navigate all of the situations and relationships they will experience throughout childhood in your care. You are better to yourself and everyone else being as whole as you can be. I wish you nothing but the best as you become increasingly healthy and whole throughout your journey through this life, and thank you for the support you provide to my efforts to bring this kind of information to you. Peace be with you, my friends.

Trauma-Informed Special Education Evaluations & Programming

Photo credit Kelly Short (colorized photo from circa 1936)

Attention is finally being given to the effects of childhood trauma on childhood development and learning, but it’s still not fully incorporated into the mainstream as common knowledge. Only when trauma-informed education becomes the norm can childhood trauma be prevented and responded-to with greater efficacy.

Because trauma often begets mental health issues, not the least of which being Post-Traumatic Stress Disorder (PTSD), and can also result in permanent physical disabilities, depending on the nature of the trauma, individuals with such impairments can become eligible for protections under disability-related laws. This includes Section 504 of the Rehabilitation Act (504), the Americans with Disabilities Act (ADA), and the Individuals with Disabilities Education Act (IDEA).

For this reason, one would think that the special education community is conducting trauma-informed assessments and considering the trauma-related needs of its students with IEPs. One would be thinking incorrectly, however. I’ve lost count of the number of special education assessments I’ve seen that are entirely silent regarding the unique traumatizing events of a student’s past, like they just didn’t happen or are entirely irrelevant to the assessment process, including in mental health evaluations.

I’m dealing with one of those, right now, as a matter of fact. The very signs of trauma and the historical events that likely contributed to them were described in detail to the mental health assessor, and none of those details appeared anywhere in her report. So, basically, what I took from the situation was that some ding-dong baby doll who fell out of the lap of luxury and into a master’s degree in social work was dispatched to assess a student with some pretty significant symptoms who had previously lived for 11 months with her mother in their car and who had also witnessed her mother getting mowed down in the street by a car while they were crossing the street together at a protected cross-walk, leaving this student as a young child to scream for help in the middle of the street. None of these past traumatic events were discussed in the assessment report, nor were any of the symptoms that had been brought to the assessor’s attention. She interviewed the student once via Zoom and noted that the student wasn’t very forthcoming, and relied on classroom observations conducted by a school psychologist, who is not a mental health clinician.

Thankfully, once it was brought to his attention, the involved school district’s special education director was just as taken aback as I was and immediately agreed to fund an Independent Educational Evaluation (IEE) in mental health at public expense, which is basically a second opinion conducted by an outside, uninvolved provider, that is funded by the District. We’re in the process of finding an outside assessor to conduct it, but we expect the situation for this student to be resolved once it’s done. However, this was just the latest of several cases we’ve worked in this same District over the last 15 years in which trauma and mental health issues are not being properly considered, and it’s a problem that is not unique to this particular district. It seems to be a fairly systemic problem in cases we encounter from around the country.

So, I want to focus on what trauma-informed special education assessments and programming look like in actual practice, and how the applicable science and law come together around trauma-related special needs that require 504/ADA accommodations and/or IEPs. I first want to direct you to the peer-reviewed research, starting with the article, “Considerations for Incorporating Trauma-Informed Care Content within Special Education Teacher Preparation and Professional Development Programs,” which appeared in Vol. 1 No. 2 (2021) of the Journal of Special Education Preparation, the full text of which is available for free online.

I think this article does a good job of explaining what it means to incorporate Trauma-Informed Care (TIC) into special education, so I’m not going to do a lot of rehashing, here. One of the things I like about this article is that it doesn’t just speak to special education as a stand-alone entity; it discusses the application of trauma-informed care within an evidence-based Multi-Tiered System of Support (MTSS), such as that found with Positive Behavioral Interventions and Supports (PBIS), which are meant to catch students before they fall too far behind and provide them with whatever types of supports they need to be successful, whether through special or general education. This naturally lends it to speak to the related “child find” issues.

This article cites other researchers by saying: “… adverse childhood experiences (ACEs; Felitti et al., 1998) … are all common experiences for students with emotional/behavioral disorders (Cavanaugh, 2016).” Certainly, one way to identify children who may need special education as per “child find” is to look at those already known to have experienced ACEs to determine if they are showing any signs of emotional and/or behavioral disorders. The moment it is known that a general education student has survived a traumatic event, a special education assessment referral should be made and it should include sufficiently comprehensive mental health evaluations to accurately capture any impact the traumatic event has had on the child’s ability to access and participate in education. Even if the child ultimately does not qualify for special education, Section 504 relies on the special education process to gather its own assessment data to inform appropriate 504/ADA accommodations for children with disabilities who do not require special education.

If the child is unavailable for learning due to extreme trauma, then the interventions have to restore the child to the point of being available for learning again, unless the child is medically incapacitated. If medical interventions are first necessary, those obviously come before any special education or 504/ADA accommodations. A child has to be physically medically stabilized before they are available to participate in education and anyone can know what to do for them at school. New assessments will have to be done to determine the student’s new baselines once physical medical stability is achieved.

If the child is psychiatrically incapacitated, it may be necessary for that child to be placed in a residential psychiatric treatment facility with an onsite school in order for the child to become available for learning. I’m not a huge fan of residential placement, but there’s a time and a place for everything. I’ve had a number of students benefit tremendously from a special education residential placement for these kinds of severe mental health needs, though I’ve also had students on my caseload molested and assaulted in some of the residential programs, so this model of intervention is hardly a monolith or panacea.

The above-cited article makes the following recommendations: “Considerations for special education professional development includes teachers undergoing an extensive training that addresses the following components:

Understanding Trauma and ACEs: School site staff who do not have a professional understanding of what trauma is, what ACEs are, and how they affect student performance are at a gross disadvantage when it comes to actually serving the public good. The pervasiveness of trauma in everyday life, anymore, is something we all have to consider when dealing with each other. We should certainly be able to expect our professionals who encounter it in the field daily to have an intelligent plan of action for how to respond to it appropriately in their professional capacities. We shouldn’t be ending up with privileged ding-dongs with fancy degrees who can’t recognize what they’re looking at when they encounter childhood trauma in the field.

Challenging current thought processes vs. TIC attributions: Long-entrenched policies and practices that fail to meet the needs of certain populations are effectively institutionalized biases against them. In professional settings in which no policies and procedures exist to appropriately respond to the needs of students who have experienced ACEs and trauma, there is no institutionalized response to proactively address the situation, which becomes an institutionalized proactive effort to ignore it. When people feel powerless to help someone being hurt by something, it’s a natural psychological defense mechanism for them to blame the victim for deserving mistreatment rather than live with feelings of helplessness, powerlessness, cowardice, or whatever else feels bad that goes along with not helping. Victim-blaming is meant to offset feelings of guilt for not helping.

Too often, adults in the public school setting become angry at children for manifesting the symptoms of trauma and ACEs, punishing them instead of helping them and making a bad situation worse. There is no excuse for this kind of conduct in a professional educational setting, and certainly not in this day and age when there is plenty of peer-reviewed research capturing strategies and approaches that actually work. As I’ve said in other posts, however, there are no real mechanisms in place in public education at this time for the consistent promulgation of the peer-reviewed research among the educators to equip them with the resources to translate the research into actual, practical classroom applications.

Where parents really need to get vocal at their school board meetings is in advocating for the application of the peer-reviewed research to the design and delivery of public education. It’s not like we don’t have evidence of what works. Education research continues to compile and accrue over time into an ever-enriching body of knowledge that can be used to solve so many of the world’s ills that it should be a crime that it’s not already being actively applied by competent professionals throughout the public education system on the regular.

Identifying ways educators may be trauma-informed: It seems that using logic models has been the most effective way to communicate concepts around identifying ways that educators can become trauma-informed. The School District of Philadelphia has created a logic model that serves as a useful example, which is illustrated below.

You can look at this logic model more closely by clicking on the images or the link in this post. What you can see once you look at it is that the District’s MTSS incorporates TIC into its design. I can’t speak to the fidelity with which The School District of Philadelphia actually abides by this design or the degree to which it works. I can only show it to you as an example of how to create this kind of a design, which requires staff to be trained on how to implement it in order for it to actually work. By creating this kind of operational framework and training everyone within the school site on how to carry it out, staff become informed on what to look for and what to do when they see it, when it comes to trauma and its potential for undermining student learning.

Direct overview of MTSS: The above example shows how TICs are woven into an existing MTSS. Very often, special education personnel don’t understand where they fit into the overall tiers of intervention, and usually because the rest of their co-workers and superiors have no idea, either. None of these MTSS designs will work if staff don’t recognize themselves in all of the pieces of the design for which they are each actually responsible. It’s not enough to create a pretty logic model on paper. The logic model has to actually be executed according to its design or it’s worthless. To that end, it is imperative that both general and special education staff understand where the lines are drawn between their two universes and a child needs to be referred for special education assessment.

I actually have a case from my past that I can refer to as an example. In this case, the district had some kind of MTSS but it had failed to work in special education and the “child find” process in any kind of meaningful way. As such, staff didn’t know their roles when it came to “child find” and made mistakes all over the place. This was a case of multiple ding-dongs who had no idea what they were doing, trying to fake their ways through the MTSS design process and botching it royally. What’s worse is that the involved student in this example was being raised by his grandmother, who had been a teacher for this same school district for over 30 years at the time of this hearing, and her daughter, the student’s mother, had gone on to become a teacher of the same district, as well. The employees of this district were doing this to each other’s families, and purely out of ignorance and a grotesque leadership failure.

When done correctly, a school- or district-wide MTSS that incorporates TIC will naturally lend itself to helping those children who need special education mental health supports for any reason. Investing in developing a high-quality MTSS that incorporates TIC will appropriately funnel the children who need special education mental health services into the appropriate levels of intervention relative to their unique, individual needs.

That said, it’s not enough to simply refer children suffering from mental health issues related to trauma for assessment. The quality of the assessments conducted matter and leaving out critical information about the trauma a child has already experienced and how it is affecting that child’s learning is a fatal flaw that compromises the validity of the assessment and gives the parents a legitimate reason to disagree and request IEEs at public expense.

Administrators looking to cut corners will often try to minimize costs by having school psychologists do some basic social/emotional assessments instead of having proper mental health evaluations done by licensed mental health providers. This is no place to be cutting corners. First, it saves no money in the long run. Pretending the problem isn’t as bad as it actually is will blow up in your face, eventually. The longer the problem goes untreated, the harder and more costly it will become to address later on. Secondly, it’s heinously unethical. What kind of a person do you have to be to deny necessary mental health services because you don’t want to spend the money? Any school district administrators who think their budgets are more important than the lives of their students shouldn’t be employed in public education. The budget exists for the benefit of the students, not the administration. For that matter, school district administrators exist for the benefit of students; students do not exist for the purpose of lining administrators’ pockets with unearned tax dollars.

I know the technical issues of how to integrate TIC into a schoolwide system of successful interventions is a topic worthy of a full-day workshop and I’m not doing justice to the entire issue, here. But, I’m hoping that I’ve given you enough to think about TIC in special education and some pointers towards some resources that can help you as a parent, educator, and/or concerned taxpayer to address these kinds of challenges. We need to appreciate the degree to which special education can be a tool to protect our local communities and national security from unstable individuals responding to their personal traumas in ways that can hurt many other people in addition to themselves. In this day and age of mass shootings by people suffering from significant mental health issues, we can’t neglect to preempt these behaviors where we can by intervening in the lives of children who experience trauma and/or have mental and emotional health needs that affect their access to learning and behaviors. It takes a village to raise a child, and this is how it’s done when the child has experienced trauma.

An Appeal to My Colleagues

I have a million other things I need to be doing right now, but this is one of those moments where if I don’t stop and purge these thoughts from my mind into print, they will torment and distract me until I do, so the sooner I finish this post, the sooner I can get back to work without continued torment and distraction. I wasn’t intending to post, right now, because my caseload is blowing up and my other endeavor, The Learn & Grow Educational Series, is starting to require more of my attention lately as it continues to experience its own growth and expansion. My plate is full, but it’s the reasons why it’s full that prompt me to stop what I’m doing and post this today.

In the course of analyzing the incoming bombardment of data that is my life, I’m seeing the connections between the specific issues I’ve chosen to take on with my professional skills and the turmoil being experienced by the world at large, right now. I’m seeing common allies and culprits across issues, and recurring themes and trends that can be generalized from the work I specifically do to the work that needs to be done overall to cure the defects of reparable systems, and overhaul and replace systems that no longer serve us.

Today’s post is an appeal to my colleagues to think beyond the bubbles and silos in which you may exist as professionals and recognize the need for your respective skills to contribute to much larger solutions on a much simpler scale. Capable, ethical, and responsible people each making what contributions they can along they way, just in the course of doing what they were already going to do, can reshape society into a healthier version of itself. We need to see our everyday activities as substantial contributions to the world that exists around us and appreciate that every little decision we make really does matter. If enough of us are thinking right and making the smart, ethical, and responsible decisions, we can help influence those around us who are less capable, thereby loving our neighbors as ourselves and being our brothers’ keepers when necessary.

We each help make the world we live in be what it is through our individual actions with each other. Those actions and their outcomes become woven together into complex relationships that evolve into established systems supported by nothing but learned behaviors. We don’t do them because that’s the way things work; the reason why that’s the way things work is because that’s the way we do them. That being the case, we have every reason in the world to believe that enough smart, ethical, altruistic people can facilitate healing throughout society to a more powerful degree than a minority of fear-based thinking, hate-mongering cowards can try to destroy it. It comes down to mindfulness and living a life of purpose that serves the common good while also serving oneself and one’s immediate loved ones in healthy and constructive ways.

One of my favorite theorists from human development research is Urie Bronfenbrenner. The lame graphic below is one I created in graduate school so as to avoid a copyright infringement by grabbing someone’s more professional graphic off the internet, but it illustrates the model. Follow the above link for more information about Bronfenbrenner’s model, if you’re not already familiar with it or need to brush up on it. It’s quite sobering in light of current world events.

Bronfenbrenner realized that, while nature had a certain degree of influence on the raw materials with which each person started out in life, it was the environment in which that person was raised relative to those raw materials that dictated the unique development of that individual person. No two people who have ever existed, exist now, or will exist in the future will ever be entirely identical to each other because, regardless of genetics, actual life experiences that shape people through learning are never identical from one person to the next.

Genetics provide for a whole lot of variability, but they’re still technically finite in spite of their vastness. Environments are ever-changing; they must be adapted-to in the moment via individuals’ behaviors and over time via genetic mutation of the species.

For those of you among my colleagues in special education and related fields who are expected to individualize programming according to the unique needs of each constituent served, this shouldn’t be a leap of logic for you. For people unfamiliar with what it takes to truly individualize something for another person, particularly another person with diminished capacity to communicate their needs, it might as well be alchemy or voodoo.

The bottom line is that everybody thinks differently and has relative strengths and weaknesses. You can’t assume that just because it’s obvious to you, it’s obvious to everyone else. But, you also can’t assume that just because it doesn’t make sense to you, it doesn’t make sense to anyone else, either. The sword of understanding cuts both ways for each of us.

We’re each good at some things and not so good at others; that’s normal. Some people, however, are not so good at recognizing when they’re not so good at something. This goes to another body of psychological science, the Dunning-Kruger Effect, but that’s a whole discussion unto itself that I’ll link to but not delve into, right now. One lay person’s less-than-kind distillation of it, once it was explained to them, was, “So, basically, dumb people are too dumb to know that they’re dumb.”

The point is that those of us who get it have to carry the weight of those who don’t and/or can’t. It’s the opposite of authoritarianism, which demands the compliance of coerced individuals; what is called for, here, is the responsible stewardship of public service agencies to actually serve the public according to their mandates in conformity with the professional ethical standards of their involved professional disciplines.

For those of us supporting the needs of individuals with disabilities, we understand that the situation sometimes requires helping people exercise their informed choices as independently as possible. Other times, our responsibilities require us to protect the rights of those who are incapable of making fully informed choices without our help and are otherwise helpless and vulnerable to exploitation. We understand this better than most people and we need to recognize that we are collectively unique as a result. It’s not that big of a stretch between the issues of conservatorship abuse and voter suppression and nullification laws.

A whole lot of science in the areas of psychology, sociology, communication, behavior, instruction, organizational planning, leadership, and related disciplines has been conducted over the last 100 years. Many of us have access to that research but don’t make the time to follow it. I encourage every one of my professional colleagues to create a saved search for a specific body of peer-reviewed research and, whenever you are able to grab a free moment, take the time to run the search and read something new from the science that tells you something you didn’t already know, then think about ways to incorporate it into what you are doing in your work and follow through on applying them.

What small change in a routine task can you make that applies the knowledge you’ve gained for the better? Over time, how much better will things incrementally get with each little new thing you tweak after reading from your saved search? Is it a relevant authority to something you are currently writing? Does it help you better understand how to individualize a particular constituent’s goals and services? Is there another colleague who you think might benefit from the information with whom you can share it? Can you share your thoughts about it on LinkedIn and/or other professional online platforms in a constructive way?

Nothing exists in a vacuum. The more we recognize and honor the logical connections among our respective professions and how the science applies to out constituents and their service needs, the more we realize that Bronfenbrenner was right.

J. V. Wertsch, who worked with Bronfenbrenner, states in his 2005 review of Bronfenbrenner’s book, Making Human Beings Human,”Starting with the assumption that ‘to a greater extent than for any other species, human beings create the environments that shape the course of human development’ (p. xxvii), Urie has argued that it is incumbent on all of us to create decent, nurturing environments for human development.” [Emphasis added.] In my opinion, that’s something we have yet as a species to do; ants do a far better job of this than we do.

Unfortunately, because we still are not proactively applying Bronfenbrenner’s science as an ongoing element of how our society functions, we still do not love our neighbors just as we love ourselves and we are not our brothers’ keepers when our brothers go astray. We blame and punish people for having weak minds rather than remediate the effects of their shortcomings. As a species, humans generally treat their abilities as unfair advantages and use them to exploit others. They should be humbled by the responsibilities that come with their gifts and use them prudently with good intent, but in the absence of informed, deliberate planning, what has naturally been allowed to come to fruition is a society that rewards abuses of the rules more richly than compliance with them.

Those of us trying to facilitate functional independence among our most vulnerable children and adults know all too well that there aren’t enough of us with the necessary expertise to change the maladaptive behaviors in every bad situation that is collectively poisoning society, right now. The most we can do is the most we can do in our respective situations. We have to hope people will start copying our strategies that work when they see our successes. We need to start generalizing our successes into other areas where the same degree of expertise is not available, just as a matter of making sure our democracy thrives and functions as it should according to what can be proven true and responsibly effective for everybody.

Further, we as a society have historically regarded those individuals on the cusp between “can’t” and “could with learning” as an acceptable shade of gray on the spectrum of social involvement, but now they have become an outspoken and increasingly violent minority of individuals who cannot successfully function with independence in the quickly evolving world. They don’t know how to adapt but they can still wreak havoc on their way down the tubes.

The only difference between “can’t” and “could with learning” is the provision of instruction. The outcomes of both are the same if no instruction is made available; there has to be the “with learning” part in order for the choices of the person who can learn to differ from the choices of the person who can’t.

The problems we are seeing in the world today from misinformation being spread on the internet goes to the degree to which many internet users have no idea how search engines and social media algorithms indulge subjective biases and feed them whatever will increase their engagement without regard for how those choices impact the individual user or society on the whole. When all of our individual choices put together collectively shape the fabric of society, an artificial intelligence that only reinforces user engagement with neutral disregard for the quality or nature of that engagement will, by design, radicalize the most violent of the weakest minds into acts of terrorism. It weaponizes a previously harmless sub-population by turning them against us in irrational, violent ways and selling them the products to do it.

At the end of the day, humans are again proven to be part of nature and not something separate from it. The natural consequences of poor choices eventually catch up to people, one way or another. Sometimes other, innocent people become collateral damage along the way, and its in the interest of minimizing those numbers now and ultimately eliminating them as soon as possible that those of us who already work in professions helping people with disabilities need to generalize our skills into other aspects of human need where possible. What those of us working with individuals challenged by mental health issues already know can be imperative to addressing domestic terrorism.

As an example of generalizing one’s skills beyond one’s professional area of focus, while I still represent students with disabilities and consult with their parents as a lay advocate, provide paralegal support to attorneys representing students with disabilities in various legal proceedings, and design and implement compensatory programs for individuals with disabilities who were wrongfully denied services by publicly funded agencies, I also created something else using my knowledge and skills.

I created the Learn & Grow Educational Series to address food insecurity and sustainable living issues. The science of instruction is also the science of marketing, and social media can be used just as effectively to push learning as it can be used to push sales. In many cases, content creators push both, with the sales funding the instructional content and the instructional content driving the sales in a synergistic way; if it were organic, it would be considered symbiotic. The science I rely upon to determine appropriate educational goals and services for my learners with special needs is the same science I rely upon each time I create a new Learn & Grow learning experience for my online and in-person learners.

Through Learn & Grow, I’m able to teach people everywhere how to grow their own fresh fruits and vegetables anywhere using free and/or inexpensive materials, even if they have no open ground for growing. I use evidence-based instructional practices to teach them how to make self-watering containers from buckets for patio, balcony, fire escape, and rooftop gardening.

These containers are water conservative, using as little as one-tenth the amount of water of in-ground growing, and self-regulating, meaning the soil is never too wet or too dry so long as the reservoir beneath it doesn’t run dry. These containers are portable, meaning renters can take their gardens with them when they move. I’ve moved my own garden five times since I first started it in June of 2013, and the goji berry thicket I started from seeds when I first started the garden is still going strong in its original container, giving me two crops of berries per year.

The design of these containers is totally open-source, public domain knowledge. What is unique to Learn & Grow is the body of evidence-based instruction and project ideas using this gardening method that I provide in person and which lives online through Learn & Grow’s website, Facebook page, Instagram account, and video channels on YouTube: Food for Thought and Learn & Grow with Emmalyn. This is where I was able to apply my skills normally used in special education and disability resources to address other types of challenges the world is currently facing, specifically food insecurity and climate change. In October 2020, I expanded the Learn & Grow curriculum to include sustainable living methods, starting with alternative energy sources and gray water recapturing.

I’ve most recently started conducting online Meetups using Zoom and Prezi for urban gardeners in the greater Los Angeles area who can benefit from Learn & Grow’s instruction regarding self-watering bucket gardens. Without any marketing, my online classes are getting bookings and my Meetup group continues to grow in membership. Once I start marketing it, I expect to reach a larger number of learners who want to be able to grow their own food in their apartments, condos, mobile home parks, and other limited growing environments. This is an adaptation to their environments I can help them make, a lá Bronfenbrenner, to create a greater quality of life using sustainable means in a very healthy way. If they get their buckets used from local restaurants or bakeries, they keep that plastic out of landfills and reuse it for something entirely purposeful.

For me, achieving increased food security, recycling, water conservation, and portability with a single solution is too good of a thing not to share. It’s not directly related to publicly funded services for individuals with disabilities, but it relies upon the same sciences to be successful. I can generalize what I already know from what I’ve been doing professionally for the last 30 years to tackle an entirely different area of need, and it’s not that hard. It’s not any harder than representing a child with special needs in a federal complaint or supporting a child’s attorney in due process, and I can do those things.

Plus, I’m taking advantage of online tools to automate as much of my Learn & Grow content as possible, so the planning phase is followed by the scheduling phase which is then followed by an automated implementation stage that frees me up for months to years at a time to focus on other things, like the individuals on my caseload. I can drip instruction just as easily as I can drip marketing messages using the same online tools.

I also recently rejoined my local Kiwanis club, which is a community service organization. I’m helping the club use Learn & Grow to provide self-watering bucket gardens to community-based programs, like adult day cares and preschools, as well food insecure individuals through local food pantries, hunger relief programs, and shelters. I’m able to address food insecurity through a more direct means by partnering with my local Kiwanis club, which has ample volunteers and existing trusted business partners willing to invest in the right community service projects with their donations. This is a win-win-win for all involved, and it only happened because I went outside of my normal professional duties to tackle another social issue in ways that only someone with my unique skill set could.

All of us have skills and expertise that can be generalized to another problem in the world other than the one about which you spend most of your time thinking. I promise you that finding some other way to express yourself and apply your skills to something hugely constructive towards making the world a better place will open your mind in ways that makes you a better thinker back on your regular job and give you a healthier outlook on life.

Food shortages and economic collapse were the unknowns I most feared back when I started Learn & Grow in 2013. That was only made more real when Learn & Grow was discovered by panicked Venezuelans in 2016 when their country’s economy collapsed and their government subsidized food supply collapsed along with it, leaving them with no food in their stores and no more coming any time soon. I’m not afraid of that, now. My garden has grown to sixty-one self-watering containers and I have four laying hens who give me eggs throughout the year. Come what may, I’ll be okay for food.

The shortages in the stores at the start of the pandemic and the supply chain shortages happening right now have only been slight inconveniences compared to what could happen if the whole supply chain were to collapse altogether. Most people have become dependent upon it, and that’s dangerously unhealthy. If the commercialized food supply collapsed tomorrow, what situation would you be in?

As much as I live and breath special education and disability resource science and law, I can’t have figured out a way to dodge the bullet of a collapse of our commercialized food supply, have the ability to teach people according to their individual capacities to learn, and not use my skills to teach other people what I’ve figured out to survive a very dire time of food insecurity in this country. And, I know I can’t be the only one.

I know there are others of you out there who see issues with social justice, public health, climate change, domestic terrorism, and/or the ongoing threats to our democracy that would benefit from your unique perspectives and skills. Something horrible happening in the world today has factors in common with a problem you’ve already solved. Your solution translates into something that can be generalized to solve other serious world problems. Don’t keep it to yourself.

I’m not special; I’m just specialized in my knowledge and skills, and they can be applied to more than one context. That doesn’t make me unique; it makes me a member of a unique sub-population of individuals with relevant skills.

You, my professional colleagues, can do something about society’s ills today without it being political. Helping people everywhere grow their own food doesn’t take sides in anything. Everybody needs to eat. Food is a basic survival need no matter what somebody chooses to believe. Individual food security is a highly personal and universal topic with which every person can relate. So is access to clean drinking water, safety from violence, affordable housing, and a host of other issues begging for your expertise.

Most cultural disputes are about access to resources, and the United States is experiencing a cultural civil war, right now. It is fueled by misinformation meant to tear our country apart being published online by bad actors exploiting the capable hands of people with weaknesses of the mind who fear losing what they have to imaginary threats they believe to be real. People who can’t or won’t face their real problems will imagine things to be their absolute worst without confirming whether they actually are. They catastrophize things. It’s a symptom; it’s not healthy. It’s a feature of anxiety, which is always about lacking predictability. They cling to the familiar because they can’t predict anything else and their fear of the unknown is greater than any discomfort they may feel, if any, in their predictable routines.

People who can’t actually understand what is really going on have no sense of predictability about what is about to come. They will pin their expectations to what they want to happen next as opposed to what the facts dictate will happen next. They can’t follow an evidence-based thought process, so they substitute it with wishful thinking, but unrealistic expectations are just preconceived resentments. When things don’t turn out according to their wishes, they get mad at reality and insist that it bend to fit their fantasies rather than adjust their expectations according to what actually is. They don’t understand everything going on, so they can’t adjust their thinking according to all the relevant facts.

How can you, as a professional, interact with people who exist in this state without demeaning or condescending to them? Can you interact with them fully understanding that, like many of the individuals with disabilities we serve, these people are doing the best they can with what they have and they need our loving, responsible guidance to find their ways to the right side of things? If we just help them address their needs in more pro-social ways, they won’t feel compelled to attempt to meet them in anti-social ways. It’s basic ABA.

I’m asking my professional colleagues to please strongly consider using your knowledge and skills to address any of the many nonpartisan issues that are currently challenging the human species, right now, that are outside of your normal area of practice. See if there is a Kiwanis club in your local area that could use your help. Identify an unmet need in your local community and find out what is needed to address it, then find other people who have the necessary skills that you lack and start your own thing. Just find a way to contribute, even in a small way, to a nonpartisan issue in your community that isn’t currently getting enough attention.

The technology available to us today is a tool, but, like a hammer, it can build or kill depending on how it is used. I’m with Urie Bronfenbrenner on this one; we should use our knowledge and resources to make the world a place that meets everyone’s needs, rather than a place that meets the needs and wants of those who know how to exploit and take advantage of those who don’t. The tools now available for people to collaborate and get things done remotely, thanks in no small part to the necessities that arose with the pandemic, are phenomenally powerful and easy to use. The tools to create online content decrease in cost and become increasingly rich in features over time, and most people only need a few good features to make stellar content. Learn more about the ways you can participate in your citizenship in nonpartisan ways by studying the research on servant leadership.

If you find yourself in an environment in which acting in the short-term for immediate gain comes at the cost of considering the long-term consequences, and you can’t be a positive influence for more responsible thinking and planning, get out. You’re wasting your precious gifts on people who will never appreciate them and would use them to harmful ends if you let them. There are other places you can go where your gifts will be appreciated and put to proper use, where you can earn a decent living and live with yourself in peace. You just have to take the time to find it or create it. That’s not always easy, but it’s always worth it.

There is no way to memorize a script for every possible thing that could happen in the future in order to be prepared for if/when it happens. Nobody can remember that many scripts, much less predict every possible future in advance and develop a script for it before everything changes and new scripts are needed. Living a life that follows the same specific script in order to keep it predictable is a symptom, not an adaptive strategy. That’s not participation; it’s approximation. It’s parallel play.

The only way a collective of people can work together towards a common goal is to act according to common guiding principles. For example, if everyone helping with Learn & Grow agrees with and abides by the guiding principle of, “Make sure everyone can grow enough healthy food to survive, come what may,” whatever decisions they face along the way will come down to whether or not their choices facilitate everyone growing enough food for themselves, come what may. If you have a fixed outcome in mind, it’s the next best thing to having a script for every possible contingency. Having that fixed outcome limits the number of actions you can take, so it whittles down your choices to a more manageable list of alternatives. The more ethical conditions that have to be satisfied by the solution, the narrower the options, meaning the easier it is to decide.

What makes leadership and decision-making so overwhelming for most people is the sheer number of possibilities and figuring out which one makes the most sense. By using a consistent, agreed-to guiding principle as a “North Star” for decision-making, team members can be consistent among each other with their choices and actions towards achieving the common good. We don’t need a savior to swoop in and save us. We just need to be mindful of how our actions throughout the day shape the world around us and consciously choose actions that promote the things in the world we want to see based on what we’ve learned from all of our life experiences, including those most commonly associated with work, even if at only the tiniest level. It all adds up in the end, and every little positive contribution matters.

This is mindfulness meeting purposeful action, and I hope you’re inspired use your gifts to help in impactful, constructive ways that remind everyone you touch that we only get through these terrible times by working together. Because of your professional skills, you’re in a unique position to help humanity survive this time of upheaval and transition and thrive once the worst of it has passed. I look forward to seeing what truths each of you end up speaking to power over the next few years and appreciate the efforts of all of you who choose to contribute in ways you can towards a better tomorrow for everyone.