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One of these days I should actually write up, like, “a fannish guide to C-PTSD and BPD” for people who aren’t mental health professionals, so that people understand what I mean when I say a character sets off my trauma radar. 

I’m writing that kind of thing for work–trying to explain these disorders to people who have them, since I can write from the perspective of having them, and so much psychological literature is essentially written by therapists as a way of teaching other therapists how to treat people, not about how to live as one of those people. But it’s hard–hard to constantly dig up my perspective and re-root it in a different position, when I’m so used to being clinically detached; hard to concisely explain things that took years of experience to learn. 

I struggle also with my position in fandom?  I don’t like being in a position of authority over knowledge, telling people what to think and what’s correct or incorrect. Especially in the mental health field, I go out of my way to de-emphasize my systemic power and build up peoples’ knowledge over their own lives. So I don’t want to say, you know, “That neurodivergent headcanon is incorrect!” or anything like that, ever.  

On the other hand, I do kind of want to explain the frankly excessive amount of thought that goes into some of my own headcanons, because when people go, “You can’t just slap these labels on characters! You’re not an expert!” I’m like… I can slap these labels on people, not just fictional characters. I can legally diagnose people. I kind of am an expert. So I’m not coming at this from the same place as someone who’s read the Abnormal chapter of their Psychology 101 textbook. XD

And somehow, telling people, “Just read three or four of these books” has a low success rate.

Autistic Hogwarts students

Autistic students who are best friends with their pets, owls, cats and frogs.

Autistic students who spend all their free time in the library.

Autistic students who know spells that can muffle the sounds around them. This could be really useful in the great hall and other crowded places.

Autistic students who made a deal with the elves in the kitchen that they get their favourite and sensory safe food and drinks every day.

Autistic students who know secret passages and the least popular stairs in Hogwarts to avoid crowds.

Autistic students who like to wear the school uniform because they always wear the same and they won’t have to decide what sensory friendly clothing they want to wear each morning.

Autistic students who like to communicate with the merpeople by sign language. The merpeople come to the big windows on the far side of the Slytherin common room if they are curious or want to talk.

Autistic students who stim by flying on a broom or play quidditch in the heavy equipment.

Autistic students who buy their stim toys in a magical fidget shop: Potions which smell like everything you want them to. Blankets that adjust their weight to the needs of the owner. Stim toys which change textures and other things like self-rotating glitter jars, endless bubble wrap, moving pictures for visual stimming. Everything you’d ever imagine.

Autistic students who create their own ‘personal space’ inside their wardrobe with an extension charm to relax, recover and be alone.

 Autistic students who use the time-turner to visit their favorite classes, again and again.

Autistic students who are befriended with the ghosts and portraits because they need no physical contact and have hundreds of years of knowledge to share.

Autistic students who have a self-writing quill which makes notes in class.

Autistic students who have a magical bracelet or pin which displays the mood and show if they want to communicate or be left alone.

Autistic students who have a collection of magical stim toys which can fly, hover, change colours or textures or make sounds.

Autistic students who sneak out of their common room at night because they like to wander the empty and quiet halls.

Autistic students who invented a light that only shine for them if they want to read and learn all night without waking everyone.

Autistic students who made howler which can only be heard by the receiver because they are bothered by the sudden noise every time someone received one.

Autistic students who are allowed to visit the greenhouse, potion class, astronomy tower, stables for magical creatures or the quidditch fields if they want to experiment or learn about their special interest.

Autistic students who meet other autistics in the room of requirements to train or analyse social situations, talk about their special interests, stimming together, etc.

Autistic students who have self-organizing and magically expanding shelves.

Autistic students who have an arrangement with the house elves in the kitchen that always food and drinks appear near them when it’s time to eat and they forgot about it.

Autistic students who have blankets which can adjust their weight if they want their blankets to be heavier or lighter.

Autistic students who go nonverbal have magical cards which can display and verbalise their thoughts if they have to say something.

Autistic students who have a special interest in muggle things and interrogate all new muggle-born and half-blood students about it.

Autistic students who ‘lock’ their wands, so they can stim with it without setting of spells.

Autistic students who learn to cast their spells wandless because they don’t like the feeling of holding a wand or like to flap their hands.

Autistic students who are allowed to miss class if they (are about to ) have a meltdown, shutdown or a sensory overload.

Autistic students who have enchanted chairs and tables in every classroom which can adjust the brightness of the light, the speech volume of the teacher and other students and the room temperature to make the perfect environment for each student.

 Autistic students who have a magical compass which shows them the fastest way to their common room or safe place from every location in Hogwarts if they are going to have a meltdown, shutdown or sensory overload.

Autistic students who stay over Christmas in Hogwarts because it’s quieter and less stressful there than at their home.

Autistic students who are visited by their families and friends on visiting day at Hogwarts once a month. On every train station and in Kings Cross on platform 9 ¾  a wizard is positioned who cast a temporary spell on the visitors and lead them through the barrier. They will arrive at Hogsmeade where the students can meet them. In special cases, they can stay in Hogsmeade for a few days. After that, the Hogwarts Express will bring them back to the muggle world.

Autistic students who manipulate stinkbombs from Zonko’s Joke Shop or Weasleys’ Wizard Wheezes that they smell like their favourite stimmy smell.

Autistic students who have a huge collection of chocolate frog cards or rare magical plants.

Autistic students who always have a sneakoscope on them, which make an alarming sound when it’s in range of an untrustworthy person, like a poltergeist or bullies. 

Autistic students who like to spend their time in the shrieking shack, when everything is too much and they need alone-time. It’s a lonely place because no others students dare to go there.To get there, they use the secret passage under the whomping willow.

Autistic students who like to spend their time at the boathouse because it’s quieter there than on the lakeshore.

Autistic students who row out onto the great lake to play with the merpeople and the giant squid and feed the squid toast from breakfast.

Autistic students who can’t travel in the crowded and noisy Hogwarts Express. Instead, they’re allowed to use brooms, portkeys, floo powder, apparition spells or flying cars or carpets.

Autistic students who can’t live in the common room could rent a room in Hogsmeade or stay home. They have to travel every day to Hogwarts and back home.

Autistic students who are allowed to travel with floo powder through the fireplaces from one classroom the next to avoid the crowds in the hallways.

Autistic students who like to flap and rock while reading about their special interests use flying books or let them fly.

Autistic students who like rules, order and organisation  want to be praefect of their house.

Autistic students who like the sound of the water in the Slytherin dungeon or the howling wind in the Gryffindor/Ravenclaw tower.

Autistic students who have a bad sense of orientation and take a copy of the marauders’s map from the Hogwarts merch shop with them to find the way to their classrooms.

Autistic students who visite besides muggle studies the social norm class for muggle and wizard worlds, in which muggle-born, half-bloods and pure-bloods learn about the social life and the daily life with or without magic in the other world.

Autistic students who have problems with personal hygiene. Instead of teeth brushing they can chew on a bubble gum made out of the juice of a rare magical plant. And instead of showering they can use potions or charms to stay clean.

 Autistic students who got stimming attachments from Olivander’s. They can modify their wands with chewing bits or little attached fidget toys or transparent parts with shiny liquid in it, like a glitter jar.

Autistic students who have magical contact lenses which can adjust the light level of every environment after the users needs.

Autistic students who teach themselves Parseltongue because they see it as a new challenge and a special way to make friends with animals

Send me your Ideas!

to be continued

Skinny Girl Spell

Reblog to lose 15+ pounds this month

Welcome to Tumblr.

What causes damage to crystals

Water: Angelite, Azurite, Boji Stones/Shaman Stones/Moqui Marbles, Calcite, Celestine, Desert Rose, Halite(rock salt), Himalayan Salt, Hematite, Jet, Lapis, Malachite, Moonstone, Pyrite, Selenite, Unakite

Salt: Angelite, Azurite, Calcite, Carnelian, Hematite, Jet, Kunzite, Kyanite, Lapis, Labrodite, Lepidolite, Malachite, Moldavite, Moonstone, Pyrite, Selenite, Tiger’s Eye, Topaz, Ulexite/TV Stone

Sun/UV: Amethyst, Aquamarine, Aventurine, Calcite, Celestine, Citrine, Fluorite, Jade, Jet, Kunzite, Lapis, Malachite, Quartz, Sapphire, Sodalite, Super Seven, Topaz, Tourmaline

Heat: Cinnabar, Emerald, Moonstone, Sodalite, Unakite

Acid: Apatite, Sodalite

Everything: Amber, Opal, Pearl, Turquoise

Writing Playlists

While writing, I often listen to music. Here are a few of my current playlists in use! I am personally a big fan of instrumental playlists so those included here are solely instrumental.

It’s a bit of a throwback, but I thought I’d share these. I made instrumental writing playlists. 

What sort of stuff should people submit in junk responses, exactly? Will just random keysmash do?

[Tweet from the FBI at 5:47pm EDT on June 1, 2020: The FBI is seeking information and digital media depicting individuals inciting violence during First Amendment protected peaceful demonstrations: fbi.gov/violence]

The FBI has set up an online tip site to collect information on “unlawful violent actions” going on at protests in the U.S. Please help flood the system with junk responses so the FBI can’t use this tool to track down and punish protesters! You can submit a junk response here or by calling 1-800-225-5324.

Some details:

You can submit multiple responses

You do not have to be in the U.S to submit something

The form asks for but doesn’t require you to fill out personal information

Even though the page is meant to be collecting photo/video files, you don’t have to upload any (although doing so will make your response more time consuming to weed out!)

Messing with surveillance tools like this has been shown to be effective this week already. Support the protesters who are fighting for and with you! Black lives matter!

Posting at 12:30pm EDT on June 2.

How to write a kickass paper/essay

Because sooner or later, you will have to do it. You won’t get through high school and/or college without doing it. Here’s how to get a good grade on the first try.

1. This isn’t the same thing as writing a story. In fiction writing, bending grammar rules and stuffy writing conventions is okay. In academic writing, it’s not. Get the facts across first and worry about character later. Academic writing is kind of boring, I know. Act like you know what you’re talking about. Don’t abuse the thesaurus until you sound like a post from r/iamverysmart, but try to sound educated.

2. Pick a specific topic. One of my essays from high school was a comparison of youth activism against violence, in the 1960s versus the 2010s. Ridiculously specific? Not ridiculously. If you pick a topic that’s too broad, you’ll end up pulling your brain every which way and overwhelming yourself. You might have some hits and misses with this, but it’s an important part of writing. Going over the word limit is just as annoying to your teacher as going under.

3. MELELEC. My 11th-grade English teacher taught me this little trick and I use it as a mainstay for writing. It’s helped me ace assignments and win scholarships. MELELEC is a paragraph structure that helps you write paragraphs that are not only thicc and will eat up page space, but also are packed with meaningful content. The format is Main Point - Explain - Link - Explain - Link - Explain - Conclusion. You introduce the idea of the paragraph, add some extra information, link a related point or piece of information, explain that, link another point, explain that, and then conclude the idea expressed in the paragraph. It works, I swear. Teachers and professors love it.

4. Absolutely NO second-person. That’s when you directly address the audience as “you.” Yeah, don’t do that if you want to sound professional. I’m doing it right now and sounding hypocritical af because I don’t need to sound professional. It’s Tumblr. Enough said. Anyway, second-person statements tend to have a defensive effect on the audience, which makes them automatically more hostile to whatever you’re trying to say. (”Nuh-uh. I don’t think that. I would do that. That’s not how it works for me.”) And given that the whole point of your essay is to convince your audience that you’re right, that’s counterintuitive. The only time the word “you” should appear in academic writing is when it’s in the context of a quotation.

5. Avoid first-person, too. In some cases, you might need to write an essay in the first person, like when a college prof asks you to write about a personal experience. Yeah, good luck writing about your life without actually mentioning yourself. But in more impersonal writing, like informative or persuasive essays, it looks unprofessional. Sorry, but the audience doesn’t want to hear your take on stuff; they want to know the facts. (Well, if you want to be really specific, they want to hear your take on stuff when it’s expressed as fact and backed up with, ya know, actual facts.) Which leads me into my next point…

6. State opinions as facts. Don’t do this in real life, as it makes you look like a pompous asshole, but do it in academic writing. In other words, never soften a sentence with “I think” or “In my opinion.” Everyone already knows it’s your opinion, anyway. Instead of softening the the blow to lessen the chance of it offending someone, cite some evidence or make another point to back up your claim. That’s substance, which is what your teachers and profs are looking for.

7. The thesis. It’s all about the thesis. The thesis is the TL;DR of your paper. It’s the answer to the question “What’s the doodly-darn point of this essay?” The traditional spot for the thesis statement is the last sentence of the first paragraph – it’s punchy and to the point there. Take time to have a good thesis 

8. Don’t ask rhetorical questions. You’re the one who should be answering the questions that your audience has. So predict what they might ask about your topic or the points that you make, and answer them. It’s not the audience’s job to answer your questions, for the love of all things good. You can make them leave thinking about what you wrote without being so anvilicious.

9. Three is the magic number. In high school, the typical format you’ll have for an essay is the five-paragraph format. Now you might be going “Whut? I thought you said that three was the magic number, Saybyebus.” Well, yes, I did say that, but two of the five essays are the introduction and the conclusion. So that leaves you with three paragraphs to really get into the meat of your essay and dish out the important information. So one of the best ways to work with this is to make your thesis three-pronged, and use each of the three paragraphs to address a point of your thesis. Boom-shacka-lacka. I just laid out the structure of your essay. Does that mean you have to cite me as credit? IDK, actually. But that does remind me of my next point…

10. DON’T PLAGIARIZE! Bruh, don’t do it. Whenever you learn something from someone else’s work and add that information to your essay, you have to cite them, even if you paraphrase them. If you don’t do that, it’s plagiarism. In high school, it’ll get you a big-ass downgrade, and you will probably get yelled at by your teacher. In college, it could get you SUSPENDED or EXPELLED. They take that shit seriously. So you should too.