Bate, bate.

Uno, dos, tres, cho- Uno, dos, tres, co- Uno, dos, tres, la- Uno, dos, tres, te. Bate, bate, cho-co-la-te!

Things are still stirring. They’re no longer in a really-overwhelming state of constant extreme turmoil/upheaval/explosion, but they’re definitely still shifting around. I’m still experiencing things that throw me ever-so-slightly off of my stride, that require me to make those little adjustments on-the-spot that will eventually become habit. I could totally both whine a whole lot about that and blow my wad prematurely regarding a potentially-really-neat stirring, but I’m sure that you’re sick of the former and I’m still holding out on the latter. Therefore, instead, it’s gender-rambling time! [Because somehow there's not enough of that on here. Or whatever.] [Also, salient/pertinent things kept happening as I delayed publishing this post, which explains the length.]

Approaching Equilibria.

Things are starting to calm down, sort of. Or are at least gearing up to calm down. I think. Maybe.

Transitions.

There’s a reminder that I heard a lot at the school while I worked there [I suspect that I'll be back there once the new school year kicks off]; transition periods are hard. For some students, that meant Mondays after returning to campus from a weekend at home. For others, it was time spent in transit or switching from one activity to another. Regardless, some students require what is politely deemed “more support” during transition periods. This extra support can range from leading a student through processing hirs feelings [without explicitly naming the processing as such, since many students are reticent to use coping mechanisms that are openly labeled as such], to lowering expectations, giving more time to transition, and being generally more understanding of any irritability or anxiety on the student’s part. Sometimes we all need “more support”.

JDA 2009: Transgenderism and Citizenship.

I know, I know, this has been a long time coming.