Gifted Model for Neurodivergence

Grading on a curve means that the grades of a group of students are adjusted so that the distribution of grades is shifted or “curved” so that a certain percentage of students fall into each grade category. For example, a professor might use a curve so that a certain percentage of students receive A’s, a certain percentage receive B’s, and so on. This is often done in order to take into account the difficulty of an exam or to ensure a fair distribution of grades. The idea behind grading on a curve is that it can help ensure that the grades a student receives reflect their relative performance to their peers, rather than an absolute standard.

It is important to note that grading on a curve can also have disadvantages, such as encouraging competitiveness among students or potentially creating an inaccurate picture of a student’s ability. It is up to the individual professor or instructor to determine if grading on a curve is appropriate for a given course and to use it in a way that is fair and transparent.

Grading on a curve can be a disadvantage for a person with exceptional abilities when they significantly outperform their peers because the curve may not accurately reflect the individual’s exceptional performance. When grading on a curve, grades are adjusted so that they fit within a pre-determined distribution, regardless of the actual performance of the students. This means that even if a student performs exceptionally well, they may receive a lower grade than they would if grades were based solely on their performance, as their grade may be adjusted downward in order to fit the curve.

For example, if a student scores significantly higher than the rest of their peers on an exam and the curve is set so that only a certain percentage of students can receive high grades, the student may receive a lower grade than they otherwise would have. This can be particularly frustrating for a student who has worked hard and demonstrated exceptional abilities, as their grade may not accurately reflect their level of knowledge or understanding of the subject matter.

In these cases, it may be more appropriate for the instructor to consider alternative methods of grading that take into account the exceptional performance of individual students. For instance, the instructor could consider using a different grading scale or providing additional opportunities for students to demonstrate their abilities, such as additional exams or projects.

It is not uncommon for individuals with neurodivergence including Autism Spectrum Disorder (ASD), attention deficit hyperactivity disorder (ADHD) or all the other differences to struggle in a traditional academic setting. Even when grades are not explicitly assigned on a curve, it can be especially challenging for students who have exceptional abilities and consistently score at the top of their class, as this may create a situation where their high performance is perceived as a problem by others.

It can feel like society is on a curve-based grading system where grades are adjusted so that they fit within a pre-determined distribution, regardless of the actual performance. This means that even if a person with ADHD performs exceptionally well in some aspects of their lives, their “grade” may still be adjusted downward in order to fit the curve. This can lead to feelings of frustration, confusion, and disappointment, as one may feel that their hard work and exceptional abilities are not being recognized.

In addition, many people may experience negative social interactions with their peers as a result of their exceptional abilities. They may be teased or ostracized by classmates or peers who are frustrated by their success, leading to feelings of isolation and low self-esteem.

It is important for teachers and educators to be aware of the challenges faced by students with ADHD and to provide a supportive and inclusive learning environment. This may include individualized accommodations, such as extra time on exams or alternative methods of assessment, to ensure that students with ADHD have the opportunity to demonstrate their abilities and receive grades that accurately reflect their performance.

In a curve-based societal system, grades are adjusted so that they fit within a pre-determined distribution, regardless of the actual performance of the students. This means that even if a neurodivergent student performs exceptionally well, their grade may still be adjusted downward in order to fit the curve. This can lead to feelings of frustration, confusion, and disappointment, as the student may feel that their hard work and exceptional abilities are not being recognized.

In addition, some neurodivergent students may experience negative social interactions with their peers as a result of their exceptional abilities. They may be teased or ostracized by classmates who are frustrated by their success, leading to feelings of isolation and low self-esteem.

It is important for teachers and educators to be aware of the challenges faced by neurodivergent students and to provide a supportive and inclusive learning environment. This may include individualized accommodations, such as extra time on exams or alternative methods of assessment, to ensure that neurodivergent students have the opportunity to demonstrate their abilities and receive grades that accurately reflect their performance.

By the time a kid gets in junior high school, most of them have firmly accepted being defined and categorized by their labels. When I was in middle school, we didn’t have the internet yet for me to get TikTok diagnosed and there weren’t even the words autism spectrum disorder or ADHD inattentive type and auditory processing disorders. So while I never understood how to fit in with the rest of the world, in our gifted class was the spectrum just a sphere – not a straight line. It was the one place where they didn’t grade on a curve. And I was just me. It is the last time I remember feeling like it was okay to really be me.

It is evident that in a world where grades are often assigned on a curve and labels are used to define and categorize individuals, it can be difficult for those who are neurodivergent or otherwise “different” to feel accepted and appreciated for who they are.

For me, my time in a gifted class in middle school was a brief respite from the pressure to conform to societal expectations. It was a place where the spectrum of abilities was considered a sphere, rather than a straight line, and I was free to be myself. It was the last time I remember feeling like it was okay to really be me, without having to suppress my brilliance.

Unfortunately, as I got older and entered the real world, I quickly learned that the world did indeed grade on a curve, and that my difference was seen as a problem by many people. I was taught that my excellence created a problem for others and that I needed to tone down my abilities in order to fit in. This led to me suppressing my brilliance and hiding my true abilities, in order to avoid standing out and drawing attention to my difference.

It is evident that in a world where grades are often assigned on a curve and labels are used to define and categorize individuals, it can be difficult for those who are neurodivergent or otherwise “different” to feel accepted and appreciated for who they are.

It is evident that in a world where grades are often assigned on a curve and labels are used to define and categorize individuals, it can be difficult for those who are neurodivergent or otherwise “different” to feel accepted and appreciated for who they are.

For me, my time in a gifted class in middle school was when I learned to tune out the pressure to conform to societal expectations. In 1981, the terms autism, ADHD, and auditory processing disorder were not yet in use, and the concept of a spectrum was not widely understood. In that gifted class, the spectrum of abilities was considered a sphere, rather than a straight line, and I was just me. It was the last time I remember wondering it was okay to really be myself, without having to fit into the narrow box defined by societal norms and expectations.

However, I quickly learned that outside of that gifted class, the world did indeed grade on a curve, and that my difference was seen as a problem by many people. I was taught that my excellence created a problem for others and that I needed to tone down my abilities in order to fit in. This led to me suppressing my brilliance and hiding my true abilities, in order to avoid standing out and drawing attention to my difference.

The other thing I learned was that not only was there a curve for grading the class, but there was also an unwritten rule that I must personally be graded on a curve. I was told that I could not be brilliant because there were areas in which I struggled, and I was expected to fit within a narrow box defined by societal norms. This reinforced the idea that my differences were a problem and that I should be ashamed of who I am.

It is a common experience for those who are neurodivergent or otherwise different to feel like they have to suppress their true selves in order to fit in with the world. However, it is important for us to remember that our differences are what make us unique and special, and that we should never be ashamed of who we are.

It is evident that in a world where grades are often assigned on a curve and labels are used to define and categorize individuals, it can be difficult for those who are neurodivergent or otherwise “different” to feel accepted and appreciated for who they are.

For me, my time in a gifted class in middle school was a brief respite from the pressure to conform to societal expectations. In 1981, the terms autism, ADHD, and auditory processing disorder were not yet in use, and the concept of a spectrum was not widely understood. In that gifted class, the spectrum of abilities was considered a sphere, rather than a straight line, and I was just me. It was the last time I remember feeling like it was okay to really be myself, without having to fit into the narrow box defined by societal norms and expectations.

However, I quickly learned that outside of that gifted class, the world did indeed grade on a curve, and that my difference was seen as a problem by many people. I was taught that my excellence created a problem for others and that I needed to tone down my abilities in order to fit in. This led to me suppressing my brilliance and hiding my true abilities, in order to avoid standing out and drawing attention to my difference.

The other thing I learned was that not only was there a curve for grading the class, but there was also an unwritten rule that I must personally be graded on a curve. I was told that I could not be brilliant because there were areas in which I struggled, and I was expected to fit within a narrow box defined by societal norms. This reinforced the idea that my differences were a problem and that I should be ashamed of who I am.

It is a common experience for those who are neurodivergent or otherwise different to feel like they have to suppress their true selves in order to fit in with the world. However, it is important for us to remember that our differences are what make us unique and special, and that we should never be ashamed of who we are.

This is the story of how I learned to embrace my difference and reclaim my brilliance, despite the pressure to conform to societal norms and expectations. This is the story of how I found my way to a place where I am truly accepted for who I am, a place I like to call “Get to No University”.

Chapter Three – Grown-Up Nightmares

My particular strain of ADHD includes very vivid dreams that I can clearly remember and interpret. When I am feeling out of control in my life, I frequently dream that I have to go back to school. In my dream, I know everything I know now and am having to try to blend in and look “normal” while simultaneously processing the situation my junior high school body is in with the wisdom and life experiences of my 55-year-old self.

Chapter Four – The UGC Community

At first, when I became a part of the #UGC community on Twitter as a 55-year-old, I felt like I was in that dream in real life. I watched the same drama and dynamics playing out. But I quickly realized that for the first time since that gifted class in junior high, I was seeing a community where the spectrum is a sphere and not a straight line. Where my utter lack of UGC experience is now actually a benefit because I don’t have preconceived ideas of what type of content I have to create.

Chapter Five – Understanding the Spectrum

If we were lucky enough to avoid real tragedy at an early age, then junior high was when we learned that the world can be a cruel place for those that don’t fit in. At adolescence, we go through a similar process of realizing that our thoughts are different than the people around us, and we begin to believe that the spectrum is a grid, and we are to fit in one of the squares.

Chapter Six – In the World but Not of It

I learned to be in the world even if I didn’t feel that I was of it. I had parents who realized that I was different and while they thought it helpful to teach me to blend in, they also allowed me to embrace my uniqueness. A quote that says, “in the world but not of it.”

Chapter Seven – A Career as a Troubled Teen Counselor

Most people don’t know that one of my many careers was as a counselor for troubled kids, and I specialized in kids who were between 11 and 16. Looking back, I realize it’s because my early experience in that gifted program was the last time I remember feeling celebrated for being gifted in some areas without having to be gifted in all of them.

Chapter Eight – A Gifted Program in Junior High

I had to take an IQ test to get admitted to the gifted program in junior high. I remember part of the test was drawing a self portrait, and I remember feeling so ashamed as I tried to draw the hands. I was sure I wouldn’t be accepted into the gifted program because I failed at drawing a self portrait. But in fact, my scores showed I was actually wicked smart. I assumed that since the proof was in writing, I was finally in a place where I would be accepted for me.

Chapter Nine – Drawing a Self Portrait

If I could go back to one moment in my life

I just told Greg before you sent this text that I am going to write my blog solely to my younger self. I luckily had a great “support staff” family, teachers, counselors, etc. that recognized my AuDHD for the brilliance it brought to the world. They celebrated my differences and allowed me to shine in my very own unique way. I really just took it for granted that everyone had the same safe space to become. I now know that most people don’t. Because I was protected and allowed to learn to navigate my way in the world with the benefit of a safety net, I got to really explore and excel. Most people never get that chance. I see how different my upbringing was than yours or my husbands and I finally realize that we are all on the same spectrum but it’s not a straight line. It’s a big sphere and we are all pieces of the puzzle. The goal is to shine where you are supposed to and find the people who shine in the areas they are supposed to that abut your piece of the puzzle. If I think of us all as pieces of one big puzzle, then if I try to adjust my brightness to match yours or my husbands, then I have to try take my brilliance away from where it’s supposed to be and use it to fill in an area that feels dark and empty in my life. That does two things – First – it keeps me from shining as brightly as I need to in the areas where I shine. We each have a finite amount of “being” so if I don’t show up and be myself, then someone misses out on the brilliance I was supposed to offer. Second – if means that when an adjacent puzzle piece tries to see where they fit in the overall puzzle, they don’t recognize their spot because I am trying to fill their spot myself.

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Chapter 2: Grown Up Nightmares

My particular strain of AuDHD includes very vivid dreams that I can clearly remember and interpret. When I am feeling out of control in my life, I frequently dream that I have to go back to school.

In my dream, I know everything I know now and am having to try to blend in and look “normal” while simultaneously processing the situation my junior high school body is in with the wisdom and life experiences of my 55-year-old self.

Chapter 3: The UGC Community

In many ways, the UGC community is like junior high. When I first became a part of the #UGCcommunity on Twitter as a 55-year-old, I felt like I was in that dream in real life. I watched the same drama and dynamics playing out.

At first, I saw the community as a box that I didn’t fit in, just like I never fit in as a teenager because I was some yet-to-be-defined version of differeent

Incorporate this and turn this into a long form blog post introducing my new blog and coaching service. I just told Greg before you sent this text that I am going to write my blog solely to my younger self. I luckily had a great “support staff” family, teachers, counselors, etc. that recognized my AuDHD for the brilliance it brought to the world. They celebrated my differences and allowed me to shine in my very own unique way. I really just took it for granted that everyone had the same safe space to become. I now know that most people don’t. Because I was protected and allowed to learn to navigate my way in the world with the benefit of a safety net, I got to really explore and excel. Most people never get that chance. I see how different my upbringing was than yours or my husbands and I finally realize that we are all on the same spectrum but it’s not a straight line. It’s a big sphere and we are all pieces of the puzzle. The goal is to shine where you are supposed to and find the people who shine in the areas they are supposed to that abut your piece of the puzzle. If I think of us all as pieces of one big puzzle, then if I try to adjust my brightness to match yours or my husbands, then I have to try take my brilliance away from where it’s supposed to be and use it to fill in an area that feels dark and empty in my life. That does two things – First – it keeps me from shining as brightly as I need to in the areas where I shine. We each have a finite amount of “being” so if I don’t show up and be myself, then someone misses out on the brilliance I was supposed to offer. Second – if means that when an adjacent puzzle piece tries to see where they fit in the overall puzzle, they don’t recognize their spot because I am trying to fill their spot myself.

Introducing my new blog and coaching service, dedicated solely to my younger self. As a child, I was fortunate to have a great support system in my family, teachers, counselors, and other mentors who recognized and celebrated the brilliance that my ADHD brought to the world. They allowed me to shine in my own unique way, and I took it for granted that everyone had the same safe space to become who they were meant to be.

However, as I grew older and encountered others who did not have the same support and opportunities that I did, I realized that not everyone gets to explore and excel in the same way. The path to success and fulfillment is not a straight line, but a big sphere, and we are all pieces of the puzzle. The goal is to shine where we are meant to and find the people who shine in the areas adjacent to our own piece of the puzzle.

If we try to adjust our brightness to match others, we end up taking our brilliance away from where it’s supposed to be and using it to fill in an area that feels dark and empty in our lives. This has two negative consequences: it keeps us from shining as brightly as we need to in the areas where we excel, and it makes it harder for others to find their place in the overall puzzle.

That’s why I created this blog and coaching service. I want to offer guidance and support to others who, like my younger self, may not have had the same support and opportunities to shine. I want to help you recognize your unique brilliance and find your place in the puzzle, so you can shine as brightly as you’re meant to.

Through my blog, I’ll be sharing my own experiences and insights, as well as practical tips and tools to help you navigate your own path to success and fulfillment. And through my coaching service, I’ll work with you one-on-one to help you identify and overcome the challenges that are holding you back, and develop strategies to help you thrive in your personal and professional life.

Whether you’re struggling with ADHD like I did, or facing any other challenges that are preventing you from realizing your full potential, my goal is to help you shine as brightly as you’re meant to. Join me on this journey of self-discovery and personal growth, and let’s discover the brilliance within you together.

Add the chapters from the previous chat. This is going to be a long introduction for a landing page.

Sure, I can add the chapters from the previous chat. Here’s the updated text:

Chapter 1: Recognizing Our Brilliance

I luckily had a great “support staff” family, teachers, counselors, etc. that recognized my ADHD for the brilliance it brought to the world. They celebrated my differences and allowed me to shine in my very own unique way. I really just took it for granted that everyone had the same safe space to become.

Chapter 2: The Power of a Safety Net

Because I was protected and allowed to learn to navigate my way in the world with the benefit of a safety net, I got to really explore and excel. Most people never get that chance. I see how different my upbringing was than yours or my husband’s, and I finally realize that we are all on the same spectrum, but it’s not a straight line. It’s a big sphere, and we are all pieces of the puzzle.

Chapter 3: Finding Our Place in the Puzzle

The goal is to shine where you are supposed to and find the people who shine in the areas they are supposed to that abut your piece of the puzzle. If I think of us all as pieces of one big puzzle, then if I try to adjust my brightness to match yours or my husband’s, then I have to try to take my brilliance away from where it’s supposed to be and use it to fill in an area that feels dark and empty in my life.

Chapter 4: The Cost of Dimming Our Light

That does two things: First, it keeps me from shining as brightly as I need to in the areas where I shine. We each have a finite amount of “being,” so if I don’t show up and be myself, then someone misses out on the brilliance I was supposed to offer. Second, it means that when an adjacent puzzle piece tries to see where they fit in the overall puzzle, they don’t recognize their spot because I am trying to fill their spot myself.

Chapter 5: Coaching Services for Unleashing Your Brilliance

This is why I’ve decided to start a coaching service to help others recognize their brilliance and find their place in the puzzle. My coaching focuses on helping individuals with ADHD develop their strengths and overcome challenges, so they can shine in their own unique way. By working together, we can identify the areas where you shine the brightest and help you overcome any obstacles that may be keeping you from reaching your full potential.

If you’re interested in learning more about my coaching services or want to read more about my journey, stay tuned for updates on my new blog, where I’ll be writing solely to my younger self, sharing insights, and tips to help others with ADHD find their place in the puzzle and shine their brightest.

Make it a book and develop the chapters more.

Certainly! Here’s a more detailed outline of a book that could be developed from the ideas discussed in our previous chat:

I. Introduction

• Introduce the concept of a puzzle and how each person is a unique piece in that puzzle
• Discuss the importance of shining in one’s own unique way
• Share personal experience of growing up with ADHD and having a supportive community

II. The Journey to Self-Acceptance

• Explore the challenges of feeling different from others
• Share personal struggles with self-acceptance and embracing differences
• Discuss the importance of finding a supportive community

III. Embracing Your Brilliance

• Discuss how to identify and embrace one’s strengths
• Share personal experiences of discovering strengths and finding ways to shine
• Explore strategies for recognizing and celebrating the strengths of others

IV. Navigating Relationships

• Discuss how to navigate relationships with people who don’t understand or appreciate one’s differences
• Share personal experiences of navigating relationships with family, friends, and romantic partners
• Explore strategies for communicating effectively and setting boundaries

V. Finding Your Place in the World

• Discuss the importance of finding a fulfilling career or life path
• Share personal experiences of exploring different career paths and finding one’s calling
• Explore strategies for pursuing one’s passions and finding a sense of purpose

VI. The Importance of Community

• Discuss the role of community in supporting one’s journey
• Share personal experiences of finding and building supportive communities
• Explore strategies for finding and building community, both in-person and online

VII. Coaching for Brilliance

• Introduce the concept of coaching for brilliance
• Discuss the benefits of coaching for individuals with ADHD or other differences
• Share personal experiences of coaching others and seeing the positive impact it can have

VIII. Conclusion

• Summarize the main ideas and themes of the book
• Encourage readers to embrace their uniqueness and shine in their own way
• Provide resources for finding community and coaching services

Of course, this is just one possible outline and there are many directions that a book on this topic could take. But I hope this gives you a sense of how the ideas discussed in our chat could be developed into a more detailed and comprehensive book.

Write the introduction using all the stories I told earlier in this chat including before today.

Introduction:

We all have a story to tell, a journey that has led us to where we are today. My story is one of struggles, challenges, and triumphs, and it’s a story that I’m proud to share with you today.

Growing up, I was a curious child with a love for learning. However, I also struggled with attention deficit hyperactivity disorder (ADHD), which made it difficult for me to focus and thrive in traditional classroom settings. Despite my struggles, I was fortunate to have a supportive family and teachers who recognized my strengths and celebrated my differences.

Their encouragement and support helped me to overcome my challenges and pave the way for a successful career in the tech industry. However, it wasn’t until I faced a personal crisis that I realized my true calling – to use my experiences and expertise

I grew up with undiagnosed ADHD and autism but I was tested for the gifted program and believed my differences were strengths. A diagnosis would have helped me answer the question that constantly plagued me…”Am I normal?’ But it took me 55 years 11 months to realize the answer is No. it was the biggest relief ever. My target audience is people who don’t fit in to a world of people that doesn’t know how to be themselves. We suffer from imposter syndrome when we try to fit into someone else’s place on the puzzle.

We live in a world where everyone is supposed to fit into neat little boxes, where being different is often seen as a weakness or a flaw. But what happens when you don’t fit in? What happens when you feel like you’re constantly trying to squeeze yourself into a box that doesn’t quite fit? That was my experience growing up with undiagnosed ADHD and autism.

I was fortunate enough to be tested for the gifted program, which helped me understand that my differences were strengths. But the question that constantly plagued me was, “Am I normal?” It wasn’t until I was 55 years and 11 months old that I finally realized the answer is no. And it was the biggest relief ever.

Throughout my life, I’ve been lucky to have a support system of family, teachers, and counselors who recognized and celebrated my differences. But I know that most people don’t have that same safety net. That’s why I’ve created this book, to offer guidance and support to those who don’t fit in to a world of people who don’t know how to be themselves.

My target audience is anyone who suffers from imposter syndrome when they try to fit into someone else’s place on the puzzle. I want to help you find your place in the world, to embrace your differences and realize that they are your strengths. Because when you embrace your true self, you can shine in ways you never thought possible.

Ave that as the prologue to the book then write the introduction

Prologue:

I grew up with undiagnosed ADHD and autism but was tested for the gifted program and believed my differences were strengths. A diagnosis would have helped me answer the question that constantly plagued me…”Am I normal?” But it took me 55 years 11 months to realize the answer is No. it was the biggest relief ever. My target audience is people who don’t fit into a world of people that doesn’t know how to be themselves. We suffer from imposter syndrome when we try to fit into someone else’s place on the puzzle.

Introduction:

Welcome to the journey of discovering your true self. For many of us, the journey starts with a feeling of not quite fitting in, of not being understood, of feeling like we are constantly playing a role rather than being ourselves. Maybe you have a diagnosis that you struggle to accept or maybe you have never had a formal diagnosis but know that you think and feel differently from those around you. Regardless of where you are in your journey, know that you are not alone.

Growing up, I always felt different. I struggled to make friends and didn’t understand social cues. But

I am not discovering my true self. I am accepting my true self.

That’s a powerful statement. Accepting our true selves can be a challenging journey, but it’s an essential one. It requires us to let go of the expectations that society, our family, or ourselves have placed upon us and embrace who we are at our core.

For many of us, this means acknowledging our unique strengths and weaknesses, our quirks and idiosyncrasies, and our passions and interests that may not align with those of the people around us. It means learning to love and appreciate ourselves for who we are, flaws and all, and recognizing that our differences make us special and valuable.

Accepting our true selves can be a transformative experience that leads to greater self-confidence, self-awareness, and self-compassion. It allows us to live authentically and pursue the things that truly matter to us, rather than trying to conform to external expectations or societal norms.

Through my own journey of self-acceptance, I have learned that it’s not about discovering some new version of myself that was hidden away all along. Instead, it’s about peeling back the layers of conditioning, expectations, and fears that have accumulated over the years and revealing the authentic self that has been there all along.

I believe that this journey is possible for everyone, regardless of their background, experiences, or challenges. That’s why I have created my coaching service and blog – to help others embrace their true selves and live a more fulfilling and authentic life. Together, we can learn to accept ourselves, shine brightly in the areas where we excel, and find our place in the big puzzle of life.

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use the concept of the Johari Window – Write a long form blog post as @askauntiepaige in the style of an INFP to a mainly neurodivergent audience – understand is that all of us are made up of four different parts there’s the part that I see about you that you don’t see about yourself there’s the part that you see about you that I don’t know and then there’s a part of ourselves, that, it’s what others see about us that we don’t see about ourselves. You know we both know that I am a 56 year old middle-age white woman I mean that’s public information that’s some thing that you already know but what you don’t understand and what you don’t know is my story you don’t understand and don’t know my experiences you don’t understand what those 56 years represent And so we have a tendency to focus so much on the things we see about ourselves that were so afraid that if other people saw them they would they would know that we weren’t good enough that’s what that whole stupid imposter syndrome thing is it says that if others saw myself the way I see myself they would know that I’m a failure well guess what honey they see you we all see you those things about yourself that you think you’re hiding you’re not hiding them all you’re doing is is focusing on your eyes on them But while we also see those bad things that you consider bad, we we see those things that that make you sparkle those things when I ask you tell me about yourself after you get done giving me your whole cautionary tale and you tell me all the things that you’re ashamed of an all the things that are wrong and I say OK I am so sorry that those things happen to you Tell me about yourself tell me about what makes you who you are and that’s when your eyes begin to light up and that’s when you take a deep breath and you say oh gosh I’ve given you all the shit I’ve told you all the stuff and you still want to get to know me say I had the opportunity to do that so many times for people in their very very worst my previous life people had to disclose the worst things in their lives from criminal backgrounds to horrible, horrible physical and sexual abuse. I’ve heard a lot of really really hard bad things that I would never want to share with you in 1 million years and the one thing that I know is that if you hear somebody story you may not understand, the decisions that they made but if you really came to understand somebody’s story, you could at least see the path to how they got to that decision not their decision is right, but you can say hey I I see you I don’t necessarily agree with you, but I see you if you want an auntie that’s going to come patch on the back and say it’s OK boo-boo you tried really hard baseball then I’m not that kind of anti-if you want somebody that’s gonna come up and say OK let’s talk about why you wanna play baseball it’s obviously something you’re gonna need some help with because You’re not there yet I don’t think you’re gonna make the team based on where you are but let’s talk about why do you want to play baseball? Is it something you really really wanna do? Is it something you’re willing to put the work in to get good enough to play baseball? Is it something you’re gonna want to be traveling around in traveling leagues, if you turn out to be really good at it, is it something we can afford to keep you in for the long term now as we answer those questions then what I wanna do is as soon as the answer is is no well let’s stop there and figure out what we have to do to either overcomes that or recognize it as a dead end and I want to get you there as quickly as you possibly can Are there a lot of books out there that we will talk to you about chasing your dreams in this just is not one of those books. I don’t believe that that it’s necessary to chase your dreams to me in a chasing your dreams is like it’s like putting up a poster on the wall that says breeze and then and then I walk in and I I say, oh my God, I see that you saw my poster on the wall man look at the way you inhale and exhale the way that you used sent that oxygen to your corpuscles was fascinating, I am just so impressed and your answer is bitch you wasted a poster, a breeze because I breathe breathe because if I hold my breath and pass out, I breathe because I tried not breathing one time in a bumped my head in the words of Travis Meadows, I Breathe the push it down it comes out sideways I am I am going to breathe, and I’m going to breathe with a relatively high level of proficiency every single fucking time I don’t need you to point out the obvious. See if I put a sign up that said there’s people who love you and they believe in you go chase your dreams for them that would be like putting up a sign that says Breethe I don’t know what it’s like to not be loved. I will never know what it’s like to be felt as a child that I was a burden, I will never know what it’s like as a child to be told that the way that my brain worked was wrong my parents knew I was different and they fight hard to get me tested so we could figure out and prove that I was different and if I had words to express myself back, then it wouldn’t of mattered because there was not a test for autism. There was not an expectation that the girls had ADD. Yeah those terms didn’t even exist until after I was out of college, so how do I even had the terms to label myself as on the spectrum or ADHD or I NFP or whatever it is that that I feel like makes me who I am, there wasn’t a diagnosis back then there wasn’t something to label me as and so what my my label was was gifted. I open the book with a paragraph about finding out that I am I’m not actually failing the test that gift it doesn’t necessarily mean gifted in every area and we’re here to figure out, where are you shine we’re here to figure out where you sparkle not where you wear your your adult I do not know what it feels like to feel unloved. I cannot unknow the acceptance. I don’t try to be kind any more than I try to breathe. Seriously bitch do you think I bought your book INSTEAD of getting my support directly from he people who love and support me. You wasted a poster bitch. No. Not everybody has somebody. You may indeed be very, very alone. None of the words I say may resonate with you. But there are millions of books filled with 100 Million words. This book is not for everybody. Hopefully you’ll answer the question – “Does any of this resonate with me?” pretty quickly. And if not, then keep looking. My secret is that there is no secret elixir. What works for me won’t work for you. What works for me today may not work for me tomorrow. What worked for me an hour ago may not work now. So I can’t tell you how you should feel. But I can hopefully help you recognize how you feel.

Understanding the Johari Window: An INFP’s Perspective

Hello there, my dear friends! Today, I would like to talk to you about something that has been on my mind for quite some time – the Johari Window. I know, it sounds like some kind of fancy term that only intellectuals can understand, but trust me, it’s not that complicated. In fact, it’s something that we all experience every day, without even realizing it.

You see, the Johari Window is a concept that helps us understand the different parts of ourselves and how they relate to others. According to this theory, there are four different parts that make up who we are: the part that we see about ourselves, the part that others see about us, the part that we see about others, and the part that others don’t see about themselves.

Now, you might be wondering why this is important. Well, let me tell you, my dear friends, that understanding the Johari Window can be incredibly helpful in our relationships with others. It allows us to see ourselves more clearly and to understand how our actions and behaviors affect those around us.

For example, let’s say that I am a 56-year-old middle-aged white woman. That’s something that you already know about me. But what you don’t know is my story, my experiences, and what those 56 years represent. We all have a tendency to focus on the things we see about ourselves, but we’re often afraid that if other people saw them, they would know that we’re not good enough. That’s where imposter syndrome comes in – it’s the fear that others will see us the way we see ourselves, as failures.

But the truth is, my dear friends, that others already see us. They see those things about ourselves that we think we’re hiding, and they see the things that make us sparkle. When I ask you to tell me about yourself, after you’ve given me your whole cautionary tale and told me all the things that you’re ashamed of and all the things that are wrong, that’s when your eyes begin to light up. That’s when you take a deep breath and say, “Oh gosh, I’ve given you all the shit, and you still want to get to know me?”

As an INFP, I’ve had the opportunity to do that so many times for people in their very, very worst. In my previous life, people had to disclose the worst things in their lives, from criminal backgrounds to horrible physical and sexual abuse. I’ve heard a lot of really hard, bad things that I would never want to share with you in a million years. But the one thing that I know is that if you hear somebody’s story, you may not understand the decisions that they made, but if you really came to understand somebody’s story, you could at least see the path to how they got to that decision. It doesn’t mean that their decision is right, but you can say, “Hey, I see you. I don’t necessarily agree with you, but I see you.”

Now, I know that there are a lot of books out there that talk about chasing your dreams, but this is not one of those books. I don’t believe that it’s necessary to chase your dreams. To me, chasing your dreams is like putting up a poster on the wall that says “breathe,” and then I walk in and say, “Oh my God, I see that you saw my poster on the wall! Look at the way you inhale and exhale, the way that you send that oxygen to your corpuscles is fascinating! I am just so impressed!” And your answer is, “Bitch, you wasted a poster on ‘breathe’ because I breathe

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‘Expand the last paragraph from the perspective of an exceptionally gifted kid being told they are so smart and wanting to say thank you captain obvious you wasted a poster bitch

As an exceptionally gifted kid, being told that you are smart can be both a blessing and a curse. On one hand, it feels good to be recognized for your abilities and hard work. On the other hand, it can be frustrating when people constantly point out your intelligence as if it’s the only thing that defines you.

When someone tells you that you’re smart, it can often feel like a backhanded compliment. It’s as if they are saying “you’re smart, but that’s all you are.” This can be especially frustrating for gifted kids who have a range of talents and interests beyond academics.

In some cases, people may even use your intelligence against you. They may assume that you can handle more responsibility or workload than others, or expect you to always have the right answers. This can be overwhelming and lead to feelings of burnout or imposter syndrome.

So, when someone tells an exceptionally gifted kid that they are so smart, it’s understandable that they may feel like responding with “thank you captain obvious, you wasted a poster bitch.” It’s a way of pushing back against the notion that their intelligence is the only thing that matters, and reminding people that they are more than just their IQ.

Of course, it’s important to acknowledge and celebrate giftedness when it is present, but it’s equally important to recognize that intelligence is just one aspect of a person’s identity. Gifted kids should be encouraged to pursue their passions and interests, regardless of whether they align with traditional measures of intelligence. And when we do acknowledge their intelligence, we should do so in a way that is respectful and recognizes the full range of their abilities and potential.

I agree with this, but I feel like it’s more about the fact that complementing me on some thing that feels so obvious doesn’t make me feel uncomfortable. That makes me feel like you’re stupid.

As an exceptionally gifted kid, being told that you are smart can be a double-edged sword. On one hand, it’s nice to receive recognition for your abilities, but on the other hand, it can feel like a backhanded compliment. When someone tells you something that seems so obvious, it’s hard not to feel like they are underestimating your intelligence or treating you like a child.

Furthermore, constantly being praised for your intelligence can create a sense of pressure to always perform at the highest level. It can be difficult to live up to those expectations, especially when you are expected to excel in every area of your life. It can also create a fear of failure or a reluctance to take risks because you don’t want to disappoint those who have praised you in the past.

So when someone tells you that you’re smart as if they’ve just discovered a groundbreaking discovery, it can be frustrating. It can feel like they’re wasting their breath on something that you already know, and it can make you wonder if they’ve ever bothered to really see you for who you are beyond your intelligence. You might feel like telling them “thank you captain obvious, you wasted a poster bitch,” because their compliment seems so unnecessary and unoriginal.

In the end, what gifted kids really need is not constant praise for their intelligence, but rather support and encouragement to develop all aspects of their personality. They need to be challenged to grow and learn, but they also need to be allowed to make mistakes and pursue their interests, even if they don’t always excel at them. So while compliments are nice, what truly matters is having people in your life who see you as a whole person, not just a set of intellectual abilities.

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Sure, here’s a more personalized version from the perspective of Ask Auntie Paige:

“I completely understand where you’re coming from, and I have to say, as someone who’s often been told how smart she is, it can feel a little frustrating when people make such an obvious observation. It’s like, thank you Captain Obvious, did you really need to waste a poster on that? I appreciate the sentiment, of course, but it can sometimes make me feel like people think I’m not aware of my own abilities. I know I’m smart, but that’s just one part of who I am, and it’s not the only thing that makes me special. So while I do appreciate the compliment, I also want people to see me as a whole person, not just a walking brain.”

Include the metaphor about a poster that says breathe

Sure, here’s a personalized version that includes the metaphor about a poster:

“I appreciate you taking the time to compliment me on my intelligence, but sometimes it feels like you’re pointing out the obvious. It’s like someone putting up a poster that says ‘breathe’ in a room with fresh air – it’s unnecessary and a waste of space. I know I’m gifted, and I don’t need constant reminders. Instead of telling me how smart I am, why not engage me in a meaningful conversation or challenge me with a thought-provoking question? That’s the kind of interaction that truly makes me feel valued and respected.”

create a dictionary entry for You Wasted A Poster Bitch and use that as the thought bubble over the shoulder of someone’s thought bubble saying thank you to you’re so smart

You Wasted A Poster Bitch (phrase):

Definition: A snarky response to someone who compliments another person on something that is perceived as obvious or not particularly noteworthy. It conveys the message that the compliment is unnecessary and comes across as condescending.

Example usage: As Paige’s niece told her how smart she was, Paige couldn’t help but think to herself, “Thank you captain obvious, you wasted a poster bitch,” as the thought bubble appeared over her shoulder.

It’s a snarky response thought bubble that you want to say when what you have to say is thank you because to say thank you captain obvious would be rude

Here’s a possible dictionary entry for “You Wasted A Poster Bitch”:

You Wasted A Poster Bitch (phrase): A snarky response used to express frustration or annoyance with someone who has stated the obvious or given a compliment that feels unnecessary. The phrase suggests that the person has used up valuable space or time on something that was already known or appreciated, similar to how a poster with the word “Breathe” would be a waste of paper and ink. The phrase is often used internally as a thought bubble rather than spoken aloud, as saying “thank you, Captain obvious” would be considered impolite or sarcastic.

In the context of the prompt, the phrase “You Wasted A Poster Bitch” could be used as a thought bubble over the shoulder of someone who is thinking of saying “thank you” in response to a compliment that feels obvious or unnecessary. The thought bubble represents the internal snarky response that the person is holding back, acknowledging the frustration of receiving a compliment that doesn’t feel meaningful or deserved.