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Speaker 1: Hi, guys, and welcome to a new episode of You

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Speaker 1: Need Therapy Podcast. My name is Kat I am the host,

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Speaker 1: and if you're new here, I like to remind everybody

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Speaker 1: at the top of every episode that even though I'm

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Speaker 1: a therapist and this is a podcast that is generally

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Speaker 1: about mental health, this does not serve as a replacement

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Speaker 1: for therapy or any mental health services. However, in that

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Speaker 1: you might also gain something that contributes to your mental

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Speaker 1: health journey or therapy in some regards, although this isn't

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Speaker 1: therapy in of itself. My guest for today is a

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Speaker 1: return guest. Her name is Taylor McLeod and she is

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Speaker 1: actually one of my best friends in real life. And

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Speaker 1: she has a really cool job that I want. I

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Speaker 1: don't were you doing this job when you were last year? Yeah? Yes, yes,

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Speaker 1: first called Welcome. Hi. I will say Taylor doesn't love

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Speaker 1: to be on the microphone, so we're gonna warm her

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Speaker 1: up a little bit before we get started. But she

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Speaker 1: has a really cool job and a job that I

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Speaker 1: think most people don't even know like exists, or that

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Speaker 1: there's like a need for this type of job, and

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Speaker 1: also and that her job is really confusing. I don't

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Speaker 1: really always understand it, and she does a lot of

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Speaker 1: things that I'm like, wait, what are you doing? And

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Speaker 1: the other night was this a couple of weeks ago

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Speaker 1: at this point, but she was at my house and

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Speaker 1: our other friend Jesse, was putting together some furniture for

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Speaker 1: me because I didn't want to do it, and she

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Speaker 1: was on call for her job, and so she had

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Speaker 1: took this phone call, and you know, I heard Taylor

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Speaker 1: talking to her work worker girl voice, and she said

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Speaker 1: something that I'll get too later in the episode that

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Speaker 1: made me think of like, oh, this feels like it's

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Speaker 1: a conversation that I kind of want to put out

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Speaker 1: into the open with everybody, because I was surprised by

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Speaker 1: something that I heard. And I I like to consider

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Speaker 1: myself off somebody who stays up to date with things

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Speaker 1: involving just like humans, general mental health, and like what

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Speaker 1: mental health? That's what work in mental health. See, I'm

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Speaker 1: confused because I don't evenly understand everything. So we're in

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Speaker 1: this together, but I find myself as somebody who stays

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Speaker 1: up to date with this stuff. And then when she

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Speaker 1: said this specific thing, I was like, what, why did

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Speaker 1: you say that? So I asked her to come on

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Speaker 1: the podcast, and she said, yes, I would love to

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Speaker 1: do that because she is passionate about her job. So

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Speaker 1: she's here to talk about I d D. So she's

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Speaker 1: here to talk about individuals with intellectual and developmental disabilities,

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Speaker 1: what that is, what she does when working with these

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Speaker 1: human beings and how she helps and kind of just

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Speaker 1: like get a conversation out there that I don't think

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Speaker 1: people are having. And now, Taylor, I'm gonna let her

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Speaker 1: introduce herself. So I want you to just tell us

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Speaker 1: what you do, like what is your job, and then

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Speaker 1: explain what that means. Because when you tell people what

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Speaker 1: you do, you have the type of job that people

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Speaker 1: are like, oh cool, and they act like they know

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Speaker 1: what you mean, but they have no idea what you

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Speaker 1: actually do. Right. So I am a social worker and

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Speaker 1: I work in the field of crisis prevention and intervention

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Speaker 1: for individuals with ad e D. So we respond to

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Speaker 1: behavioral health and mental health crisis is in this population.

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Speaker 1: UM So that can look a little bit like anything.

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Speaker 1: It can look like what you think of when you

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Speaker 1: think of a typical mental health crisis. So it can

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Speaker 1: be those suicidal adeations, it could be homicidal adeations or

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Speaker 1: UM if like someone is experiencing like psychosis, and we

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Speaker 1: can we try to evaluate the situation and determine if

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Speaker 1: a higher level of care is needed for those individuals.

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Speaker 1: But we also respond to behavioral health crisis is UM,

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Speaker 1: which can look like a wide variety of things, and

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Speaker 1: we can talk about this a little bit, but individuals

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Speaker 1: with ad D have decreased executive functioning, so they respond

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Speaker 1: differently than you and I do in certain situations. So

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Speaker 1: that like those type of CRISISS could be anything from

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Speaker 1: getting really upset with individuals in their environment and they

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Speaker 1: could respond by bashing someone's car in they could respond

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Speaker 1: by physically aggressing towards their staff person or just anyone

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Speaker 1: that's around them at the time, or it could be

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Speaker 1: little things like just getting upset and needing someone to

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Speaker 1: talk to, and so someone from our team will go

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Speaker 1: out to assist with de escalating the situation. So what

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Speaker 1: you're saying is UM, the people that you work with,

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Speaker 1: they might have a situation like I don't know, they

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Speaker 1: lost a video game, But you're saying that that might

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Speaker 1: be different for somebody who's not struggling with an id D,

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Speaker 1: Like the clients that you're working with, just have responses

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Speaker 1: that to anybody who doesn't really know what's going on

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Speaker 1: might seem like exaggerated. Yes, right, So if you don't understand,

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Speaker 1: like why an individual with ad D is reacting the

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Speaker 1: way that they are, you might be like get a grip,

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Speaker 1: you know, like get over it. But when you think

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Speaker 1: about someone with behavior right, right, they should be punished

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Speaker 1: or do something, you know about it. But when you

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Speaker 1: think about it, they have decreased executive functioning, so that's

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Speaker 1: like their decision making skills. They also have, like sometimes

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Speaker 1: not all people with ad D have this, but sometimes

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Speaker 1: they can have communication barriers, so some people cannot speak

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Speaker 1: at all, or some people could use pictures to communicate,

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Speaker 1: or some people could use full sentences like it can beary.

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Speaker 1: But when they're executive functioning is like starting to shut

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Speaker 1: down because they're in a stressful state, which losing a

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Speaker 1: video game is a great example. Then that executive functioning

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Speaker 1: shuts down and they can't make decisions like you and

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Speaker 1: I can, So they might react in a way that

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Speaker 1: looks very very different than us. So it's important to

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Speaker 1: understand the reason behind and why they're responding in the

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Speaker 1: way that they are. So a punishment might not just

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Speaker 1: be like, oh you did that, that was you broke

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Speaker 1: a play right, for example, to just be like you're

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Speaker 1: going to time out because you broke a plate. They

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Speaker 1: might not even be able to understand that right exactly exactly.

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Speaker 1: So teaching them like coping skills and strategies of how

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Speaker 1: to respond in those moments, it's going to be more

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Speaker 1: helpful than punishing them. Okay, so can you tell me

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Speaker 1: some experiences and some reasons why what you do in

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Speaker 1: the program that you work for is so important. Yes.

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Speaker 1: So our program specifically focuses on the prevention side of crisis. Um.

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Speaker 1: We are seven crisis response team, but we also really

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Speaker 1: like to focus on that prevention side of things. And

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Speaker 1: we also operate from what we call a bio psycho

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Speaker 1: social standpoint, So we're looking at the whole person. We're

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Speaker 1: not just looking at them from like, Okay, well they

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Speaker 1: have this crisis and then what happens. So we're gonna

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Speaker 1: look at like their medical diagnosis is and what medications

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Speaker 1: they're taking and could that be playing apart. We have

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Speaker 1: a medical director on our team that we will consult

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Speaker 1: with in regards to that kind of stuff. Um, we're

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Speaker 1: gonna also look at their psychiatric diagnosis is and then

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Speaker 1: what's going on in their environment that could be contributing

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Speaker 1: and leading up to crisis. Is. We're not going to

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Speaker 1: focus on just like, oh, this person lashed out and

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Speaker 1: we need to do something to fix it. We need

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Speaker 1: to intervene in that moment. But we're gonna look at

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Speaker 1: that from the perspective of, Okay, what was contributing to

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Speaker 1: cause that behavior. I guess you could say behavior to

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Speaker 1: happen or for them to have that reaction or that

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Speaker 1: challenging moment, and what can we do to prevent that

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Speaker 1: from happening again. So if you think about it from

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Speaker 1: the perspective of, like, I'm going to use some examples

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Speaker 1: of what we've seen a lot of times our individuals

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Speaker 1: are calling us very upset because they're turning the heat

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Speaker 1: on in their house. That's been a big one right

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Speaker 1: now is a hundred degrees outside and the people that

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Speaker 1: they work with are really cold when they come into

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Speaker 1: their homes. So I guess also important to know that

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Speaker 1: a lot of times will say if you work in healthcare,

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Speaker 1: you probably um it's interactive with them into visuals with

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Speaker 1: a d D and you'll say their group home called

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Speaker 1: or you know whatever. The states really moving away from

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Speaker 1: our society as a whole is really moving away from

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Speaker 1: group homes, and we're focusing on individuals moving into what

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Speaker 1: we call like supported living homes, so they live independently.

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Speaker 1: They might have a roommate or they might live in

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Speaker 1: a house by themselves, but they have staff that work

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Speaker 1: with them called direct support professionals, which are amazing because

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Speaker 1: they you know, go in day to day and help

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Speaker 1: the individuals with whatever they need support with. So they

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Speaker 1: sometimes the staff gets really really cold and they will

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Speaker 1: crank the heat up or they'll bring space heaters in,

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Speaker 1: and that's causing the individuals supported to have a crisis. Now,

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Speaker 1: whereas you and I would be like, hey, turn the

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Speaker 1: air down, like I'm hot, can we turn the heat off,

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Speaker 1: they don't know how to communicate that, so they just

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Speaker 1: react in whatever manner will get their needs met. So

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Speaker 1: a lot of time, so when we think about people

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Speaker 1: with a d D, like you know, like you were

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Speaker 1: saying earlier, they're acting out inappropriately and they need to

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Speaker 1: be punished. Well, no, they're doing what they have to

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Speaker 1: do to get what they like, whatever need they're having

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Speaker 1: in that moment, they need to get that met, and

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Speaker 1: they may not know how to communicate that. So they're

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Speaker 1: going to act in a way that will get them.

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Speaker 1: They're doing what they have, what they believe that they

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Speaker 1: have to do. They might not have learned the skills

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Speaker 1: or have the ability to like withhold whatever skill is

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Speaker 1: to hold that information in their head to to get

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Speaker 1: that need met. Which is I like that you brought

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Speaker 1: up the biopsychosocial model because I think you have to

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Speaker 1: look at Okay, so they have an end of intellectual disability.

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Speaker 1: Will also they may also have trauma, or they might

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Speaker 1: have grown up in a home with a lot of violence,

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Speaker 1: or they grew up in a home where nobody did

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Speaker 1: listen to them when they said X, Y Z, or

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Speaker 1: you had to use certain language to get somebody to

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Speaker 1: pay attention to you. And so it's not just about

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Speaker 1: whatever the intellectual delayer disability is. It's oh, they're actually

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Speaker 1: people too that I've experiences just like the rest of us.

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Speaker 1: Because people without I d D also might have a

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Speaker 1: hard time getting their needs met. And think about like

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Speaker 1: in relationships and in toxic relationships, sometimes you get in

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Speaker 1: this cycle of like chaos and fighting because in your home.

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Speaker 1: That's what you grew up with, like maybe not talking

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Speaker 1: about things that bothered you until you blew up and

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Speaker 1: then so every time there's actual conflict, it's in eruption.

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Speaker 1: And maybe these people also have that right haired with

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Speaker 1: they lack the executive functioning that you're talking about as well. Yes, exactly,

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Speaker 1: and that's something that we see day to day is

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Speaker 1: they forget that they also have mental health disorders and

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Speaker 1: that population so like thirty of people with add also

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Speaker 1: have a cocurring mental health disorder. So also think about

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Speaker 1: the fact that this population is very prone to abuse

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Speaker 1: neglect because they're a vulnerable population that can't always you know,

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Speaker 1: speak up for themselves, and that's why it's so important

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Speaker 1: that we as a society were to advocate for them.

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Speaker 1: I want to touch on this too, because, yeah, the

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Speaker 1: part where you said they're very highly vulnerable to abuse

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Speaker 1: and neglect, I think these people get overlooked a lot,

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Speaker 1: and it seems like the population of people you're talking about,

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Speaker 1: and this is we're going to get to this because

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Speaker 1: this comes this makes me think about the conversation that

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Speaker 1: you've had that even made me want to have this

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Speaker 1: conversation with you is because the general population lacks the

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Speaker 1: education and the understanding of your client's behavior, they are

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Speaker 1: just seen as problems or they have issues or again

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Speaker 1: poor behavior, and then even their caregivers can end up

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Speaker 1: just like throwing their hands in the air. There's nothing

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Speaker 1: we can do to help. But it all to me

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Speaker 1: is an education problem, Like there's a lack of education,

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Speaker 1: just like in just straight up mental health, people will

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Speaker 1: look at people who suffer from anxiety or depression or

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Speaker 1: trauma as people that are just like lazy or just

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Speaker 1: frustrating people in general. It's like nobody wants to feel

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Speaker 1: those things. Nobody wants that. And I don't think that

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Speaker 1: the clients that you're working within, just anybody with I

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Speaker 1: d D like wants to not be able to manage

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Speaker 1: their emotions and wants to not be able to get

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Speaker 1: their needs met in a way that makes sense to

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Speaker 1: the rest of the world. So, okay, can we talk

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Speaker 1: about when I like sidestep this a little bit, but

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Speaker 1: can we talk about basically why I brought you on here? Okay,

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Speaker 1: So I learned through Taylor that something that I thought

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Speaker 1: was like very normal and pc to say and ask,

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Speaker 1: really isn't. And I'm talking about how we lack the education,

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Speaker 1: and this is part of what I mean. So very

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Speaker 1: often language changes. Things change. We don't use words we

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Speaker 1: used to use, and we now have new words to

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Speaker 1: explain things and to define things, and that can feel

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Speaker 1: really exhausting to keep up with. And sometimes I get

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Speaker 1: a little bit frustrated, and I know the world also

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Speaker 1: feels that sometimes, because it's not like we get a

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Speaker 1: newsletter every year. These are the words that you can say,

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Speaker 1: and these are the words that you can't. And something

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Speaker 1: that I still don't think a lot of people understand

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Speaker 1: is when generally you're talking about people with disabilities or

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Speaker 1: mental health issues at all, we won't say the bipolar girl,

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Speaker 1: will say the client who has bipolar too, Or we

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Speaker 1: won't say the depressed one. It will say the human

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Speaker 1: with depression. And and that's just person centered language. It

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Speaker 1: makes the person first, and then their struggle a second.

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Speaker 1: Like that's not the only biggest, one defining factor of them.

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Speaker 1: It's a part of their makeup, but it's not holy

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Speaker 1: who they are. That language makes a lot of sense

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Speaker 1: to me, and I understand that, but I think that

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Speaker 1: a lot of people we learned that in school, so

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Speaker 1: we didn't learn that from, Like I don't know why

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Speaker 1: E News popped in my head, but EAT News isn't

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Speaker 1: posting about that on Instagram, Like we're not getting that

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Speaker 1: in our newspaper. That is information that we sought out

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Speaker 1: and we got. So that's becoming more and more common

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Speaker 1: to understand that. But what's happening is that's becoming more common,

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Speaker 1: but also things are changing. So recently I learned a

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Speaker 1: lot of people that have autism really like to be

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Speaker 1: called autistic versus the person with autism, the girl with autism,

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Speaker 1: the x y Z with autism, And that's new information.

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Speaker 1: And so what I know to be true about that

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Speaker 1: is we're always supposed to use the language of that

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Speaker 1: person prefers. And that makes a lot of sense to

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Speaker 1: me because as a therapist, like we tend to use

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Speaker 1: language that our clients use. So I might I might

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Speaker 1: curse in some sessions because my clients speaking that way,

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Speaker 1: but I won't curse in other sessions because they don't

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Speaker 1: prefer that and they don't feel comfortable in that way.

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Speaker 1: Although sometimes I might do it just to like poke

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Speaker 1: at them a little bit to get them uncomfortable, you know.

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Speaker 1: But then I have clients that will get to define

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Speaker 1: their own situation. So I'm not going to call something

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Speaker 1: trauma right out the gate that somebody else doesn't define

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Speaker 1: it trauma. Yet, We're going to work on that together

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Speaker 1: to see how they feel and what we're talking about,

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Speaker 1: like maybe sex or stuff like that. I'll use the

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Speaker 1: language that they use, So that makes sense to me.

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Speaker 1: But again, things continue to shift that I don't get

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Speaker 1: the newsletter from the news about and should get better.

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Speaker 1: You should get that about that. So um, Taylor, I

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Speaker 1: learned recently that something that I didn't understand. Well, first,

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Speaker 1: I'm gonna side set myself first. Let's talk about this.

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Speaker 1: Can you still use the word the term special needs?

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Speaker 1: I prefer not to. I know some people I work

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Speaker 1: with do use that word or use that terminology. Most

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Speaker 1: adults with I d D prefer not to be referred

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Speaker 1: to that way. But I think that kind of along

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Speaker 1: the little lines of what you're saying, like a person

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Speaker 1: with autism versus an autistic person, it's important to ask

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Speaker 1: the person that you're working with or that you're speaking with,

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Speaker 1: like what do they prefer? So it's just saying it's

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Speaker 1: the same situation, so I always can ask that is fine.

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Speaker 1: And you're not going to offend somebody if you're asking

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Speaker 1: how they want to be referred as. And I think

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Speaker 1: that like this is not the same at all. But

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Speaker 1: it's like when somebody meets me there like do you

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Speaker 1: prefer to be called Cat or Catherine? And I'm like,

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Speaker 1: I actually don't really care. Some people really have a preference.

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Speaker 1: Like if somebody met you and like we like to

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Speaker 1: be called Taylor Taylor, you might say like, please call

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Speaker 1: me Taylor in this professional setting. Um, so you're not

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Speaker 1: gonna be mad that I didn't know right exactly, And

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Speaker 1: I'm clarifying, So I mean, again, everybody's different, so people

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Speaker 1: can be offended by that, but generally that would be

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Speaker 1: the kind thing to do, is to clarify before we assume.

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Speaker 1: So getting to what I'm trying to get to. So

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Speaker 1: apparently we're not supposed to be I don't even know

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Speaker 1: how to phrase this. You might be able to help

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Speaker 1: me because you know what I'm about to say, but

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Speaker 1: we're not supposed to ask what age somebody presents us, right,

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Speaker 1: So a lot of times, like we work with individuals

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Speaker 1: and e ers were in hospital settings in general, and

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Speaker 1: the hospital will call us and say, well, they're a

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Speaker 1: thirty seven year old, but they act like a five

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Speaker 1: year old or they're mentally a five year old, and

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Speaker 1: that's what act as a five year old. That feels

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Speaker 1: really it does. It feels itchy, it feels gross. And

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Speaker 1: because actually after we had this conversation, I like really

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Speaker 1: looked into the history of it all and it's it's

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Speaker 1: because it's called middle age. And what they do is

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Speaker 1: back in the day, they would measure an individual's at

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Speaker 1: Q tests with like the the score of the average

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Speaker 1: same age piers, like how are they presenting in comparison

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Speaker 1: to their same age piers? And then there this is

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Speaker 1: like really gross. But back in the day they would

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Speaker 1: say adults with the middle age of nine to twelve

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Speaker 1: years old were classified as morons. And then it goes

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Speaker 1: down so it's just it which we would never I

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Speaker 1: think that's first say. But that's a good example of

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Speaker 1: language changing. And what it's really important is because like

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Speaker 1: it used to be like totally cool to call somebody

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Speaker 1: a moron, like oh, it's just like textbook, but now

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Speaker 1: that's an insult and that's like really not kind, and

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Speaker 1: we would like to stay away from using that way

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Speaker 1: right exactly, Well, and then another thing to think about too,

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Speaker 1: is like a person with a d D might have

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Speaker 1: difficulties with what we call a d LS activities for

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Speaker 1: daily living. So they might need help brushing their teeth,

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Speaker 1: and they might need help going to the bathroom or

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Speaker 1: taking a shower. And people could say, oh, well, they're

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Speaker 1: functioning at a five year olds level because they still

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Speaker 1: need assistance with their A d l S. But really

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Speaker 1: they're very sharp and they're with it, like you know,

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Speaker 1: they're not any different than you and I. So they

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Speaker 1: just need assistance in regards to physical task. So why

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Speaker 1: are we going to define them by a certain age

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Speaker 1: if just because they need they might need to help

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Speaker 1: with specific tasks, but they're not a child. So what

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Speaker 1: might somebody say? Because I think it's fair to say

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Speaker 1: sometimes there and maybe you can help me. I'm I'm

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Speaker 1: willing to be to mess this up. You can all

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Speaker 1: be in this together. But like let's say we we

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Speaker 1: are working I work at a hospital and I am

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Speaker 1: working with this patient and their mental capacity is below,

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Speaker 1: like significantly below the average of their age. What would

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Speaker 1: I actually say to describe that? Would I say anything

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Speaker 1: at all? Well? Yeah, I mean I think it's important

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Speaker 1: to if you're going to work in that type of environment, right,

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Speaker 1: because I don't expect you if you're a work in

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Speaker 1: pr to know all of these terminologies, But if you're

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Speaker 1: going to work in a hospital setting or something like that,

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Speaker 1: then it would be important to know. Like there's a

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Speaker 1: range um like mild, moderate, severe, and you could oh, yeah, okay,

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Speaker 1: so that that is good. So mald is going to

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Speaker 1: be the majority of what you see. They're going to

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Speaker 1: have some difficulties with speech maybe, and some difficulties with

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Speaker 1: like academics and uh, some skills. Then there's the other

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Speaker 1: end of it, which would be severe, which is gonna

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Speaker 1: be they're gonna need twenty four hour are in support.

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Speaker 1: The moderate is going to be somewhere in the middle

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Speaker 1: of that, you know, like they might be able to

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Speaker 1: communicate some things. They might speak in two to three

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Speaker 1: words sentences where you and I are having a full

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Speaker 1: on conversation, you know, paragraph form. So there's mild, moderate

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Speaker 1: to severe and that would be way more appropriate. You

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Speaker 1: know what's interesting, I almost said funny. Don't know if

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Speaker 1: it's funny, it's interesting. It's like that actually makes more

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Speaker 1: sense to me, Like when I think about somebody being

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Speaker 1: like they're thirty, but they present as a twelve year old.

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Speaker 1: I'm like, what does that mean? Because like when I

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Speaker 1: was twelve, I like I didn't feel like I had

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Speaker 1: a delay or a disability. So I'm just confused what

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Speaker 1: that means. Right, And then when it's like, well, they're

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Speaker 1: they're thirty, but they present as a three year old,

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Speaker 1: I'm like, well, three year old are also kind of

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Speaker 1: with it, Like I don't really get I don't know

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Speaker 1: how to comprehend that kind of thing. But when you're

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Speaker 1: saying this mild, moderate, severe, it actually puts a marker

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Speaker 1: on like what I can't expect because it's not I

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Speaker 1: think I get this visual when people say like they're

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Speaker 1: thirty present like their five. I get this visual of

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Speaker 1: an adult but like a five year old living inside

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Speaker 1: their body, right, and that's not what's happening exactly. Well,

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Speaker 1: and okay, so another way to think of it too

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Speaker 1: is well, first off, I've got to say this. You know,

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Speaker 1: there's the whole saying of you meet one person with autism,

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Speaker 1: you've met one person with autism. Not everyone is going

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Speaker 1: to present the same. So like you can meet one

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Speaker 1: person with autism and their challenges and their vulnerabilities associated

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Speaker 1: with autism could look one way. They could be sensory,

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Speaker 1: or they could be challenges with communication. But then you

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Speaker 1: can meet another person with autism and their challenges and

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Speaker 1: vulnerabilities are gonna look completely different. Can I um give

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Speaker 1: a little shout out to one of my favorite TV shows? Yeah?

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Speaker 1: I don't know how you feel about this professionally, but

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Speaker 1: what came to my mind was the show Love on

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Speaker 1: the Spectrum. I at first boycotted watching that show because

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Speaker 1: I thought it would be like making fun of or

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Speaker 1: making a joke out of people with autism and like

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Speaker 1: making a dating show out of it, and that's actually

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Speaker 1: not what it is. And I actually loved it and

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Speaker 1: I cried in the season two. I cried like a

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Speaker 1: baby in the finale because it was so sweet and beautiful,

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Speaker 1: and I think what I got from it was a

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Speaker 1: lot of like awareness and education, and every single person

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Speaker 1: on that show presented completely different, completely different, where there

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Speaker 1: was one of the what are they called one of

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Speaker 1: the people on the show with not a contestant? Why

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Speaker 1: am I blanking on the word for that, I don't know.

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Speaker 1: I would just say individuals. I don't know. What do

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Speaker 1: you what do you call somebody who's on a TV

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Speaker 1: show a reality story. I don't know. One of the

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Speaker 1: people on the show. I would have had no see

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Speaker 1: me her TikTok's No, no, no, She was my favorite.

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Speaker 1: But there is one of them that I would have

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Speaker 1: had no idea. She has autism, no idea, and I

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Speaker 1: think most people that meet her have no idea. But

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00:22:55,119 --> 00:22:56,800
Speaker 1: but she talked about, like I do struggle with a

433
00:22:56,800 --> 00:22:59,080
Speaker 1: lot of things, and things that like aren't hard for

434
00:22:59,080 --> 00:23:01,480
Speaker 1: other people are really hard for me. But because people

435
00:23:01,480 --> 00:23:05,119
Speaker 1: can't see that I have autism, it honestly kind of

436
00:23:05,160 --> 00:23:07,000
Speaker 1: makes a little bit more difficult because it's like I

437
00:23:07,080 --> 00:23:10,080
Speaker 1: have this invisible thing that is actually making what I'm

438
00:23:10,080 --> 00:23:12,119
Speaker 1: doing a lot more difficult than you think it is.

439
00:23:12,880 --> 00:23:15,280
Speaker 1: And then there are other people that struggle with completely

440
00:23:15,320 --> 00:23:17,800
Speaker 1: different things. And you know the contestant I don't mind

441
00:23:17,880 --> 00:23:21,400
Speaker 1: saying my favorite, Abby, and she's the one I cried

442
00:23:21,960 --> 00:23:24,840
Speaker 1: because it was just well, there's another contestant that found

443
00:23:25,280 --> 00:23:27,399
Speaker 1: love slash a relationship. I don't know if they're still together,

444
00:23:27,600 --> 00:23:30,160
Speaker 1: but I still watch Abby and her boyfriend's TikTok's because

445
00:23:30,200 --> 00:23:33,439
Speaker 1: they're so sweet and on her TikTok's a lot of

446
00:23:33,440 --> 00:23:36,399
Speaker 1: times her mom will help her walk through to explain

447
00:23:37,040 --> 00:23:40,680
Speaker 1: why it might be hard for her to express when

448
00:23:40,760 --> 00:23:44,040
Speaker 1: she gets really angry, why she can't just say, like

449
00:23:44,080 --> 00:23:46,280
Speaker 1: I'm angry, she'll start doing other things. And she has

450
00:23:46,359 --> 00:23:48,320
Speaker 1: she's talked about how she loses her words a lot,

451
00:23:48,440 --> 00:23:51,040
Speaker 1: and what words come to her when she loses certain words,

452
00:23:51,040 --> 00:23:55,159
Speaker 1: and so anyway, I'm going on going on a tangent,

453
00:23:55,240 --> 00:23:57,959
Speaker 1: but the point is, yeah, thank you for saying that,

454
00:23:58,000 --> 00:23:59,960
Speaker 1: because it's like the whole thing when people are like

455
00:24:00,080 --> 00:24:04,480
Speaker 1: I have a friend of color, or I have or

456
00:24:04,560 --> 00:24:06,600
Speaker 1: even like going down to like I had a friend

457
00:24:06,600 --> 00:24:08,960
Speaker 1: that was from London, so I know everything about people

458
00:24:08,960 --> 00:24:12,480
Speaker 1: from London. It's like you don't like, so you met

459
00:24:12,520 --> 00:24:15,760
Speaker 1: somebody with autism, great, that doesn't mean or you had

460
00:24:15,880 --> 00:24:19,679
Speaker 1: you dated somebody that who had who suffered from depression. Okay,

461
00:24:19,720 --> 00:24:22,800
Speaker 1: well depression looks different and diff everybody. So I think

462
00:24:22,840 --> 00:24:24,920
Speaker 1: part of this is part of what I want people

463
00:24:24,960 --> 00:24:27,680
Speaker 1: to hear is let's not assume things and let's really

464
00:24:27,720 --> 00:24:30,920
Speaker 1: get to know each individual person before we're like, oh

465
00:24:30,960 --> 00:24:33,480
Speaker 1: they have I d D. That means this, yes, exactly.

466
00:24:33,560 --> 00:24:37,000
Speaker 1: And I think watching you do your job and seeing

467
00:24:37,200 --> 00:24:39,880
Speaker 1: all of that what goes into it. It's every single

468
00:24:39,960 --> 00:24:42,600
Speaker 1: person that you work with requires a different kind of care,

469
00:24:43,359 --> 00:24:46,400
Speaker 1: which like as a therapist saying that's why I don't

470
00:24:46,400 --> 00:24:49,000
Speaker 1: do the same thing with every client exactly. Yeah, everybody

471
00:24:49,000 --> 00:24:51,560
Speaker 1: has different needs. We all have different needs. UM. If

472
00:24:51,600 --> 00:24:54,280
Speaker 1: you look at like our friend group, everybody has different

473
00:24:54,280 --> 00:24:57,160
Speaker 1: needs within our friend group, and so like everybody's needs

474
00:24:57,200 --> 00:24:59,600
Speaker 1: gets met in a different way to UM. And it's

475
00:24:59,600 --> 00:25:02,159
Speaker 1: the same with individuals without e D. But to go

476
00:25:02,200 --> 00:25:07,240
Speaker 1: back to the mental age thing, and I started, but

477
00:25:07,480 --> 00:25:09,480
Speaker 1: I was going to say, I went to a conference

478
00:25:09,520 --> 00:25:12,120
Speaker 1: recently where a man was presenting and he did kind

479
00:25:12,119 --> 00:25:14,080
Speaker 1: of like forensics out of things, and he would get

480
00:25:14,080 --> 00:25:19,600
Speaker 1: called for sexual behavior in individuals with at e D.

481
00:25:19,880 --> 00:25:22,680
Speaker 1: So one example he used it like really stuck out

482
00:25:22,680 --> 00:25:24,840
Speaker 1: to me, and I think it's would be helpful in

483
00:25:24,840 --> 00:25:27,320
Speaker 1: this situation to to kind of wrap your brain around it.

484
00:25:28,160 --> 00:25:29,560
Speaker 1: There was a man I want to say he was

485
00:25:29,600 --> 00:25:31,800
Speaker 1: like sixty five. I can't remember, but we'll go with

486
00:25:31,840 --> 00:25:35,440
Speaker 1: sixty five. He was at least sixty plus and he

487
00:25:35,600 --> 00:25:38,040
Speaker 1: was called because the guy was at the mall and

488
00:25:38,119 --> 00:25:41,359
Speaker 1: he was apparently in line to meet Santa Claus and

489
00:25:41,520 --> 00:25:45,080
Speaker 1: he was inviting all the children in line to come

490
00:25:45,080 --> 00:25:48,000
Speaker 1: back to his house with him. And when the guy

491
00:25:48,040 --> 00:25:51,840
Speaker 1: got there, you know, he's a behavior analyst, which is wonderful.

492
00:25:51,880 --> 00:25:55,840
Speaker 1: They're wonderful, especially in this field. They do a lot

493
00:25:55,880 --> 00:25:59,080
Speaker 1: of work with individuals without e D and they do

494
00:25:59,160 --> 00:26:02,560
Speaker 1: behavior therapy. So he responded to the call and he,

495
00:26:02,760 --> 00:26:04,280
Speaker 1: you know, was like, the first thing I said to

496
00:26:04,320 --> 00:26:06,640
Speaker 1: the staff was why is a sixty five year old

497
00:26:06,680 --> 00:26:09,840
Speaker 1: man believe in Santa Claus? Like you're setting him up

498
00:26:09,840 --> 00:26:14,840
Speaker 1: for failure because he's sixty five. His body is sixty five.

499
00:26:15,200 --> 00:26:18,560
Speaker 1: He is going to, you know, get excited about meeting

500
00:26:18,600 --> 00:26:21,640
Speaker 1: Santa Claus. And then he is doing what we deem

501
00:26:21,640 --> 00:26:24,560
Speaker 1: a society inappropriate because he's sixty five and he's biting

502
00:26:24,640 --> 00:26:27,880
Speaker 1: children to his house. So you know, he doesn't We've

503
00:26:27,880 --> 00:26:31,800
Speaker 1: got to help him understand like why that he cannot

504
00:26:31,800 --> 00:26:34,000
Speaker 1: do because he doesn't. He wouldn't understand people like this

505
00:26:34,160 --> 00:26:36,680
Speaker 1: is wrong, right, He's like, what, I just thought that

506
00:26:37,000 --> 00:26:38,840
Speaker 1: that would be fun and I these look like people

507
00:26:38,880 --> 00:26:40,600
Speaker 1: that I want to be fun to be friends with. Yes,

508
00:26:40,640 --> 00:26:44,280
Speaker 1: exactly so. And then something else to think about is

509
00:26:45,440 --> 00:26:49,679
Speaker 1: just because individuals may present in a way that like

510
00:26:49,760 --> 00:26:54,040
Speaker 1: they may enjoy things that younger people enjoy. Their bodies

511
00:26:54,080 --> 00:26:56,520
Speaker 1: are also the age of what they are. So if

512
00:26:56,560 --> 00:26:59,679
Speaker 1: you have an eighteen year old boy and you're saying

513
00:26:59,800 --> 00:27:03,640
Speaker 1: he can't have any interesting girls because he doesn't understand

514
00:27:03,680 --> 00:27:05,480
Speaker 1: how to interact with girls, and so he can never

515
00:27:05,480 --> 00:27:07,119
Speaker 1: have sex, or he can never do this, that or

516
00:27:07,160 --> 00:27:09,639
Speaker 1: the end of appropriate. That's inappropriate for him to do

517
00:27:09,680 --> 00:27:12,440
Speaker 1: that because he has that mental age of us eight

518
00:27:12,480 --> 00:27:15,720
Speaker 1: year old, right, it's actually inappropriate to prevent them from

519
00:27:15,720 --> 00:27:20,440
Speaker 1: doing that, because then they're going to act in ways

520
00:27:20,680 --> 00:27:22,800
Speaker 1: that can be dangerous to them in the future, Like

521
00:27:22,880 --> 00:27:26,400
Speaker 1: they could do things that could be detrimental to them

522
00:27:26,440 --> 00:27:29,400
Speaker 1: and other people because we're not teaching them appropriate ways

523
00:27:29,400 --> 00:27:31,600
Speaker 1: to have relationships. That's okay. I was gonna say, like,

524
00:27:31,640 --> 00:27:33,879
Speaker 1: if well, if you don't teach somebody appropriate ways to

525
00:27:33,880 --> 00:27:36,640
Speaker 1: have relationships, they're going to go and do whatever they

526
00:27:36,640 --> 00:27:38,040
Speaker 1: need to do to get their needs and they're not

527
00:27:38,080 --> 00:27:40,119
Speaker 1: going to understand why it's wrong. So that's when you

528
00:27:40,160 --> 00:27:44,000
Speaker 1: get into those situations like the Santa Claus and then yeah,

529
00:27:44,119 --> 00:27:47,400
Speaker 1: that's really important. I didn't even think about that, And

530
00:27:47,760 --> 00:27:52,720
Speaker 1: I think that also helps to give more understanding to

531
00:27:52,760 --> 00:27:55,359
Speaker 1: the whole idea why we wouldn't say, like the present

532
00:27:55,440 --> 00:27:57,440
Speaker 1: as a seven year old or whatever age it is.

533
00:27:57,840 --> 00:28:01,520
Speaker 1: So thank you that was really actually helpful for me. Okay,

534
00:28:01,600 --> 00:28:06,159
Speaker 1: so obviously we could go on here. However, Taylor and

535
00:28:06,200 --> 00:28:09,800
Speaker 1: I have a special evening plan because we I have

536
00:28:09,840 --> 00:28:13,200
Speaker 1: a wreck for you guys, A TV show wreck The Patient?

537
00:28:13,280 --> 00:28:15,640
Speaker 1: What was it? What is it? On Hulu? But it's

538
00:28:16,000 --> 00:28:18,080
Speaker 1: is it? I think it might be a capable TV show.

539
00:28:18,200 --> 00:28:20,199
Speaker 1: It is I don't know. Well, it's a show us

540
00:28:20,200 --> 00:28:23,240
Speaker 1: to Good Grow and it's about a client or I

541
00:28:23,240 --> 00:28:25,400
Speaker 1: guess they call them patients and that in the show,

542
00:28:25,960 --> 00:28:28,840
Speaker 1: and um, a therapist and I'm not giving a spoiler

543
00:28:28,880 --> 00:28:30,720
Speaker 1: because this is like what the show is about. But

544
00:28:30,800 --> 00:28:33,680
Speaker 1: the patient kidnaps the therapist and locks them in the basement.

545
00:28:34,040 --> 00:28:36,320
Speaker 1: And so we started watching it and they released a

546
00:28:36,359 --> 00:28:39,320
Speaker 1: new episodes, so we have to go do that. Watch

547
00:28:39,360 --> 00:28:41,719
Speaker 1: it and if you're a therapist, don't have your clients

548
00:28:41,720 --> 00:28:45,440
Speaker 1: to your home? Oh yeah for sure. Well that's yeah,

549
00:28:45,480 --> 00:28:48,280
Speaker 1: the show is it's present day, but like that used

550
00:28:48,320 --> 00:28:50,240
Speaker 1: to be really normal and people should work out of

551
00:28:50,280 --> 00:28:54,000
Speaker 1: their homes. But like I somehow give it because like

552
00:28:54,560 --> 00:28:57,880
Speaker 1: I think therapies change a lot therapies changed a lot. Well,

553
00:28:57,880 --> 00:29:00,440
Speaker 1: it would make a person feel comfortable and which also

554
00:29:00,520 --> 00:29:03,680
Speaker 1: like free and I can write off my mortgage as

555
00:29:03,760 --> 00:29:07,280
Speaker 1: my office, so that'd be awesome. But I just want

556
00:29:07,280 --> 00:29:10,320
Speaker 1: I like the separation of working home and too. I

557
00:29:10,400 --> 00:29:13,200
Speaker 1: like the separation of like clients knowing what my house

558
00:29:13,480 --> 00:29:17,480
Speaker 1: sides are, like any of where I live like. So

559
00:29:17,520 --> 00:29:19,440
Speaker 1: if you want to do that, go for it. But

560
00:29:19,600 --> 00:29:22,120
Speaker 1: I don't recommend it, and I think after watching the show,

561
00:29:22,200 --> 00:29:24,240
Speaker 1: you might also not want to do anymore. But it

562
00:29:24,320 --> 00:29:28,880
Speaker 1: used to be super normal my but my therapist even

563
00:29:29,040 --> 00:29:32,040
Speaker 1: in grad school. So this is what twelve I think.

564
00:29:32,040 --> 00:29:35,440
Speaker 1: I first went to her. She split time between her

565
00:29:35,440 --> 00:29:38,800
Speaker 1: home office and then her office office, which then later

566
00:29:39,120 --> 00:29:41,400
Speaker 1: down the line, I started working that same office building,

567
00:29:42,440 --> 00:29:44,400
Speaker 1: but I ghosted her and one time I was in

568
00:29:44,400 --> 00:29:46,720
Speaker 1: the elevator with her at the same time. Yeah, this

569
00:29:46,760 --> 00:29:49,200
Speaker 1: was before I really wanted to be healthy, and so

570
00:29:49,280 --> 00:29:52,600
Speaker 1: I ghosted my therapist and then I ended up renting

571
00:29:52,640 --> 00:29:55,160
Speaker 1: an office in the same office building as hers, not knowing,

572
00:29:55,280 --> 00:29:56,600
Speaker 1: and then I got there and I was like, wait

573
00:29:56,600 --> 00:29:58,200
Speaker 1: a second, this is where I used to go to therapy.

574
00:29:59,280 --> 00:30:02,960
Speaker 1: So uncomfortable, surely shouldn't live live here. You should work

575
00:30:02,960 --> 00:30:06,680
Speaker 1: here anymore. I won't ever see her first week. I

576
00:30:06,720 --> 00:30:10,080
Speaker 1: only saw her twice, but one time I couldn't get

577
00:30:10,080 --> 00:30:11,760
Speaker 1: out of it quick enough and I was in the

578
00:30:11,760 --> 00:30:13,600
Speaker 1: elevator with her on the way up to the office,

579
00:30:13,600 --> 00:30:15,760
Speaker 1: and I was like, I wonder if she remembers me,

580
00:30:16,520 --> 00:30:20,000
Speaker 1: But I'm telling myself she didn't. And that is why

581
00:30:20,040 --> 00:30:24,480
Speaker 1: you shouldn't gost your therapist anyway. Thank you Taylor for

582
00:30:24,920 --> 00:30:27,320
Speaker 1: walking us through a lot of that. It might still

583
00:30:27,360 --> 00:30:30,400
Speaker 1: be confusing to people because, like I said, your job

584
00:30:30,440 --> 00:30:32,600
Speaker 1: is still confusing to me, and it's because this is

585
00:30:32,640 --> 00:30:35,560
Speaker 1: just like not common information that we educate people about.

586
00:30:36,280 --> 00:30:39,959
Speaker 1: We tend to educate people on what's common and normal

587
00:30:40,280 --> 00:30:43,240
Speaker 1: and not anything else. And we would like to start

588
00:30:43,320 --> 00:30:46,520
Speaker 1: changing that and ask questions. I think that's important, Like

589
00:30:46,680 --> 00:30:51,120
Speaker 1: keep asking questions, keep trying to learn more about it.

590
00:30:51,120 --> 00:30:53,360
Speaker 1: It's great people putting out shows like Level on the

591
00:30:53,400 --> 00:30:56,760
Speaker 1: Spectrum because it does bring awareness to it. And also,

592
00:30:56,880 --> 00:30:59,600
Speaker 1: like your state, I don't know the words I'm looking for,

593
00:31:00,320 --> 00:31:03,880
Speaker 1: but like ours in Tennessee is the Department of Intellectual

594
00:31:03,880 --> 00:31:06,840
Speaker 1: and Developmental Disabilities and they have like numbers you can

595
00:31:06,880 --> 00:31:09,800
Speaker 1: call and get more information if you have an individual

596
00:31:10,000 --> 00:31:11,920
Speaker 1: in your life that might have a D e D

597
00:31:12,120 --> 00:31:15,280
Speaker 1: and you need resources or support, like look into your

598
00:31:15,320 --> 00:31:17,680
Speaker 1: state resources and see what's out there and they can

599
00:31:17,720 --> 00:31:21,000
Speaker 1: connect you as well. And my last thing I'll say

600
00:31:21,120 --> 00:31:23,160
Speaker 1: is like I just want to encourage people to not

601
00:31:23,240 --> 00:31:25,360
Speaker 1: make this like an other people problem. I think that's

602
00:31:25,360 --> 00:31:27,040
Speaker 1: what we do a lot with a lot of things

603
00:31:27,040 --> 00:31:30,040
Speaker 1: that don't we think don't directly affect us. And I

604
00:31:30,040 --> 00:31:33,000
Speaker 1: think last year when you came and talked about suicide

605
00:31:33,000 --> 00:31:36,400
Speaker 1: and suicide prevention, one of the things is like everybody's

606
00:31:36,440 --> 00:31:38,560
Speaker 1: affected by it, whether you know it or not. We're

607
00:31:38,560 --> 00:31:41,400
Speaker 1: all affected by people who struggle with suicidal thoughts or

608
00:31:41,440 --> 00:31:44,680
Speaker 1: ideation or who have attempted. And it's the same thing

609
00:31:44,680 --> 00:31:47,480
Speaker 1: as like this is really it's just it's everybody problem

610
00:31:47,480 --> 00:31:50,320
Speaker 1: because there's people in our communities that struggle with us,

611
00:31:50,360 --> 00:31:52,280
Speaker 1: and there's people in our communities that have I D

612
00:31:52,360 --> 00:31:55,480
Speaker 1: D that are treated poorly. And so try not to

613
00:31:55,520 --> 00:31:58,880
Speaker 1: make things and other people problem if they are people

614
00:31:58,920 --> 00:32:02,120
Speaker 1: that live and you're community, because that's just like part

615
00:32:02,160 --> 00:32:05,520
Speaker 1: of being a good person exactly. All right, Well, thank

616
00:32:05,560 --> 00:32:08,360
Speaker 1: you so much. I appreciate you, and we're going to

617
00:32:08,440 --> 00:32:16,720
Speaker 1: go watch some TV now so peace out, Bye,