Strengthen Your Feeble Arms

from “Feats of Strength” by Tom Otterness at Western Washington University

 

In those days, we finally chose to walk like giants
and hold the world
in arms grown strong with love.

And there may be many things we forget
in the days to come,

but this will not be one of them.
~Brian Andreas

 

 

Now that I’m essentially one-armed for three months due to my broken “wing”, I’m learning that patience and letting go takes far more strength than holding on and pushing through.  I’m having to make choices about what is not as important as I thought, and letting things lapse for the time being.  I’m discovering how to ask for help because I’m in need when I’ve always been the helper before.

Others are watching me carefully to see if I’ll quietly go stir-crazy with my new temporary limitations or whether I’ll find new ways to live fully as a partially-abled person.  The jury is out on that but I already know I am seeing the world in a different light: that which I can do on my own and that which is impossible without assistance and I need to rely on others. For a stubborn person who thrives on self-sufficiency, this is a humbling reminder of my brokenness and frailty.

May the Lord have mercy on all those with broken wings who still endeavor to lift up the weight of the world and fly as high as ever.  May we find our strength is in Him, not in our feeble arms.

 

fos4

No discipline seems pleasant at the time, but painful. Later on, however, it produces a harvest of righteousness and peace for those who have been trained by it.

Therefore, strengthen your feeble arms and weak knees.
Hebrews 12:11-12

fos2

 

She sets about her work vigorously;
her arms are strong for her tasks.
~Proverbs 31:17

 

help

 

I know what it is to be in need, and I know what it is to have plenty. I have learned the secret of being content in any and every situation, whether well fed or hungry, whether living in plenty or in want. I can do all this through him who gives me strength.
~Philippians 4: 12-13

 

fos5

 

Some of us think holding on makes us strong;
but sometimes it is letting go.
~Hermann Hesse

 

 

fos6

 

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Lean on Me

leafanclub

Thanks to changes in laws mandating reasonable accommodation of mental illness disabilities, we are seeing a boom in requests from our patients for documentation to keep emotional support animals with them in on and off campus housing, classes, public transportation and other public places.   Patients desire an animal support to lean on through their stress.  Within the past year, the population of dogs has exploded on the University campus where I serve as medical director — dogs leashed and (usually) obediently following their student, faculty and staff owners to classes, meals, and back home to the dorm.  As a relatively outdoorsy, green and tolerant northwest University campus, the presence of animals on campus has yet to seem like a big deal, but as the numbers inevitably increase due to 25% of the college student population nationwide currently carrying a mental health diagnosis, it soon will be a big deal as individuals insist on exercising their civil rights along with their dogs.

And it isn’t always dogs.  There are cats, along with the occasional pocketed rat, hamster, guinea pig, flying squirrel, and ferret not to mention emotional support pot bellied pigs, tarantulas, ducks and geese.  And at least one snake.

Yes, a snake.

As a physician farmer concerned with stewardship of the patients I treat and the land and animals I care for, I’m emotionally caught and ethically bound in this new trend.  The law compels clinicians to write the requested documentation to avoid accusations of potential discrimination, yet I’m more concerned for the rights of the animals themselves.   I’ve loved, owned and cared for animals most of my sixty years and certainly missed my pets during the thirteen years I was in college, medical school, residency and doing inner city work (my tropical fish and goldfish notwithstanding).  I neither had the time, the money, the space nor the inclination to keep an animal on a schedule and in an environment that I myself could barely tolerate, as stressed as I was.   That is not stopping the distressed college student of today from demanding they be able to keep their animals with them in their stress-mess.

As a clinician, I’d much prefer writing fewer pharmaceutical prescriptions and help individuals find non-medicinal ways to address their distress.   I’d like to see my patients develop coping skills to deal with the trouble that comes their way without falling apart, and the resilience to pick themselves up when they have been knocked down and feel broken.   I’d like to see them develop the inner strength that comes with maturity and experience and knowing that “this too will pass.”  I’d like individuals to see themselves as part of a diverse community and not a lone ranger of one, understanding that their actions have a ripple effect on those living, working, eating, riding and studying around them. Perhaps corporate work places, schools and universities should host a collaborative animal center with rotating dogs and cats from the local animal shelter, so those who wish to may have time with animals on their breaks without impacting others who aren’t animal fans, or with potentially life threatening animal dander allergies.

I didn’t go through medical training to write a prescription for a living breathing creature perceived by the law as a “treatment” rather than a profound responsibility that owners must take on for the lifetime of the animal.   The animal is not disposable like a bottle of pills (or a human therapist) when no longer needed and needs a commitment from its owner beyond a time of high personal stress.

Pardon me now while I go take care of my dogs, my cats, and my horses and yes, my goldfish.  They lean on me.

 

homer5315

A Crippled Heart

sunsetappletree

All of us come to the study and practice of medicine through different pathways: some because of family members who were doctors or patients, some out of our own illness or wounded brokenness, some out of intense drive to achieve and serve.

I came to medicine because of my grade school classmate Michael.

My grade school represented a grand social experiment of the early 1960’s.  It was one of the first schools to mainstream special needs children into “regular” classrooms.   At that time, the usual approach was to warehouse kids with disabilities (i.e. “handicaps” in 60′s parlance)  in separate rooms, if not whole separate schools.

During those years, the average class size for a grade school teacher was 32-35 kids, with no teacher’s aides, rare parent volunteers (except for field trips and room mothers who threw the holiday parties) and no medications or special accommodations for ADHD or learning disabilities.  I’m not sure how teachers coped with a room full of too-often noisy unruly kids,  but somehow they managed to teach in spite of the obstacles.  Adding in children with mental and physical challenges without additional adult help must have added immeasurable challenges and lots of gray hair.

So the more capable kids got recruited to mentor the kids with disabilities.  It was a way to keep some kids busy who out of boredom might otherwise find themselves engaging in disruptive entertainment. It helped the teacher by creating a buddy system for the special needs kids who might need help with class work or who might have difficulty getting around.

In fifth grade I was assigned to be a buddy to Michael.  He was a spindly boy with cerebral palsy and hearing aids, thick glasses hooked with a wide band around the back of his head,  and spastic muscles that never seemed to go where he wanted them to go.  He walked independently with some difficulty, mostly on his tiptoes because of his shortened leg muscles, falling when he got going too quickly as his thick orthopedic shoes with braces would trip him up.   His hands were intermittently in a crab like grip of contracted muscles, and his face always contorting and grimacing.  He drooled continuously so perpetually carried a soppy Kleenex in his hand to catch the drips of spit that ran out of his mouth and dropped on his desk, threatening to spoil his coloring and writing papers. I would deliver him to the bathroom on a schedule, pushing the heavy door open for him to get inside, and waiting outside until he knocked on the door so I could open it back up for him.

His speech consisted of all vowels, as his tongue couldn’t quite connect with his teeth or palate to sound out the consonants, so it took some time and patience to understand what he said.  He could write with great effort, gripping the pencil awkwardly in his tight palm and found he could communicate better at times on paper than by talking. I made sure he had help to finish assignments if his muscles were too tight to write, and I learned his language so I could interpret for the teacher. I quickly discovered he was brave and bright, with a finer mind than most of the kids in our class.    He loved a good joke and his little body would shudder as he roared his appreciation.   I was impressed at how he expressed himself and how little bitterness he had about his limitations.

He was the most articulate inarticulate person I knew.  As a peer-opinion-driven preadolescent girl, I’m amazed I could even recognize that about Michael.  It was so tempting to stay oblivious to the person that Michael was inside his broken shell of a body.

Sometimes I wanted to hide as Michael appeared around the corner of the grade school building every morning. He would be walking too quickly in his tightly wound tip-toe cadence, arms flailing, shoes scuffing, raising up dust with each step. He would wave at me and call out my name in his indecipherable voice, a voice I knew too well.

There were many times when I resented being Michael’s buddy though I was determined not to let him know it.  I was myself stuck fast in my 5th-grade-need to be popular and acceptable to my peers.  I didn’t want to be constantly responsible for him and other kids teased me about him being my boyfriend.

And in many ways, he was.

As he would approach while I stood in my clump of friends on the playground, a group of boys playing tag would swoop past him, purposely a little too close, spinning him off his feet like a top and onto the ground. Glasses askew, he would lay momentarily still, and realizing I was needed, I would run to his side. Despite all he endured, I never saw Michael cry, not even once, not even when he fell down hard.  When he got angry or frustrated, he’d get very quiet, but his muscles would tense up so much he would go into even greater spasms.

I would help him up,  brush off the playground dirt from his sweatshirt and pants and look at his grimacing face. Although he would give me a huge toothy smile of thanks, his eyes, as usual, said what his mouth could not. He looked right past my hardened pretense, into my softening heart. Michael knew I needed him as much as he needed me. I was a lifesaver that had been thrown to him as he struggled to stay afloat in the sea of playground hostility.  And he was the first boy who loved me despite of who he saw inside my own inner broken shell.

After two years, when parents complained that the educational process was suffering for all the students, the social experiment was over and the school segregated the special needs kids back to therapeutic educational classrooms.  Though I never saw Michael again, I heard him on the radio six years later, reading an essay he’d written for the local Voice of Democracy contest on what it meant to be a free citizen.  His speech was one of the top three award winners that year.  I was so proud of how he’d done and how understandable his speaking voice had become.

I’ve thought of him frequently over the years as I went on to medical school, knowing that my initial training in compassionate caring came as I sat by his side for hours, even when I didn’t want to be there, learning to understand another person’s  voice and heart.  I didn’t appreciate it then as I do now, but he taught me far more than I ever taught him:  patience, perseverance and respect for the journey rather than the destination. He taught me life isn’t always fair: you make the best of what you are given and pay no attention to what others think and say.

Michael, wherever you are, you did that for me.  You helped me put someone else’s needs above my own.  You set me on the road to practice medicine. Your kindness reached deep into my own special needs heart, helping heal the crippled part of me that no one else could see, but you could feel.

Thank you, Michael, for being a buddy to someone whose pre-teen emotional handicaps ran far deeper than your life-time physical disabilities.

In my own imperfect way,  I loved you too.

michael

Crippled

michael

All of us come to the study and practice of medicine through different pathways: some because of family members who were doctors or patients, some out of our own illness or woundedness, some out of intense drive to achieve and serve.

I came to medicine because of my grade school classmate Michael.

My grade school represented a grand social experiment of the early 1960’s.  It was one of the first schools to mainstream special needs children into “regular” classrooms.   At that time, the usual approach was to warehouse kids with disabilities (i.e. “handicaps” in 60′s parlance)  in separate rooms, if not whole separate schools.

During those years, the average class size for a grade school teacher was 32-35 kids, with no teacher’s aides, rare parent volunteers (except for field trips and room mothers who threw the holiday parties) and no medications or special accommodations for ADHD or learning disabilities.  I’m not sure how teachers coped with a room full of too-often noisy unruly kids,  but somehow they managed to teach in spite of the obstacles.  Adding in children with mental and physical challenges without additional adult help must have been  very difficult.

So the more capable kids got recruited to mentor the kids with disabilities.  It was a way to keep some kids busy who out of boredom might otherwise find themselves engaging in disruptive entertainment. It helped the teacher by creating a buddy system for the special needs kids who might need help with class work or who might have difficulty getting around.

I was assigned to Michael.  He was a spindly boy with cerebral palsy and hearing aids, thick glasses hooked with a wide band around the back of his head,  and spastic muscles that never seemed to go where he wanted them to go.  He walked independently with some difficulty, mostly on his tiptoes because of his shortened leg muscles, falling when he got going too quickly as his thick orthopedic shoes with braces would trip him up.   His hands were intermittently in a crab like grip of contracted muscles, and his face always contorting and grimacing.  He drooled continuously so perpetually carried a Kleenex in his hand to catch the drips of spit that ran out of his mouth and dropped on his desk, threatening to spoil his coloring and writing papers.

His speech consisted of all vowels, as his tongue couldn’t quite connect with his teeth or palate to sound out the consonants, so it took some time and patience to understand what he said.  He could write with great effort, gripping the pencil awkwardly in his tight palm and found he could communicate better at times on paper than by talking. I made sure he had help to finish assignments if his muscles were too tight to write, and I learned his language so I could interpret for the teacher. He was brave and bright, with a finer mind than most of the kids in our class.    He loved a good joke and his little body would shudder as he roared his appreciation.   I was always impressed at how he expressed himself and how little bitterness he had about his limitations.

He was the most articulate inarticulate person I knew.  As an eleven year old peer-opinion-driven preadolescent girl, I’m amazed I could even recognize that about Michael.  It was so tempting to be oblivious and insensitive to the person that Michael was inside his disabled shell.

Sometimes I wanted to hide as Michael appeared around the corner of the grade school building every morning. He would be walking too quickly in his careful tip-toe cadence, arms flailing, shoes scuffing, raising up dust with each step. He would wave at me and call out my name in his indecipherable voice, a voice I knew all too well.

There were many times when I resented being Michael’s buddy, socially crippled myself in my 5th grade need to be popular and acceptable to my peers.  I didn’t want to be constantly responsible for him and my friends teased me about him being my boyfriend.   And in many ways, he was just that.

As he would approach while I stood in my clump of friends on the playground, a group of boys playing tag would swoop past him, purposely a little too close, spinning him off his feet like a top and onto the ground. Glasses askew, he would lay momentarily still, and realizing I was needed, I would run to his side. Despite all he endured, I never saw Michael cry, not even once, not even when he fell down hard.  When he got angry or frustrated, he’d get very quiet, but his muscles would tense up so much he would go into even greater spasms.

I would help him up,  brush off the playground dirt from his sweatshirt and pants and look at his grimacing face. Although he would give me a huge toothy smile of thanks, his eyes, as usual, said what his mouth could not. He looked right past my hardened preadolescent pretense, into my softening heart. Michael knew I needed him as much as he needed me. I was a lifesaver that had been thrown to him as he struggled to stay afloat in the sea of playground hostility.  And he was the first boy who loved me because of who he saw beneath my outer shell.

After two years, the social experiment was over and the school segregated the special needs kids back to therapeutic educational classrooms.  Though I never saw Michael again, I heard him on the radio six years later, reading an essay he’d written for the local Voice of Democracy contest on what it meant to be a free citizen.  His speech was one of the top three award winners that year.  I was so proud of how he’d done and how understandable his speaking voice had become.

I’ve thought of him frequently over the years as I went on to medical school, knowing that my initial training in compassionate caring came as I sat by his side for hours, even when I didn’t want to be there, learning to understand his voice and his heart.  I didn’t appreciate it then as I do now, but he taught me far more than I ever taught him:  patience, perseverance and respect for the journey rather than the destination.    He taught me life isn’t always fair so you make the best of what you are given.

Michael, wherever you are, you did that for me and it set me on the road to practice medicine.  You helped me reach deep into my too often selfish heart to reach out to help others.

And in my own imperfect special needs way, I know I loved you too.