Confessions of a Social Bully
- Description
- Reviews
- Citation
- Cataloging
- Transcript
CONFESSIONS OF A SOCIAL BULLY offers a first-person account of the harmful bullying that too commonly occurs in schools and its destructive consequences. This short film tells the story of middle schoolers Natasha and Jane, who become fast friends as sixth grade starts. But as Jane excels in school, Natasha grows intensely jealous and increasingly insecure about her own abilities, and she begins using her popularity to ensure Jane’s status as a class outcast for the next three years. At the end of eighth grade when Jane bravely confronts the entire class about their cruelty, Natasha begins what will become several years of examining her actions, her motivations, and the true meaning of compassion. Now 20 years old, Natasha shares her story with candor and insight, reflecting on the destructive impact of her behavior and her journey towards reckoning and transformation. An essential resource to advance students’ social and emotional learning that helps students address bullying in their communities.
Educational Media Reviews Online (EMRO) | Andrew Koval, MSLS
HIGHLY RECOMMENDED "Confessions of a Social Bully concisely demonstrates the importance of mental health in junior high school. [...] Audiences will gain a better understanding of the importance of mental health for youth, particularly in a school environment. Best suited for school libraries. To be shown in classrooms or workshops for students, staff and faculty coordinated through a school’s guidance office."
University of Michigan School of Social Work | Todd Herrenkohl, PhD, Professor
“This film [Confessions of a Social Bully] provides a glimpse into the mind and thinking of a young person who comes to realize the impact of what is too often construed as normal adolescent behavior. It’s a powerful example of how self-reflection can help untangle the meaning of behavior gone wrong. Viewers will find the film a very helpful device to open conversations about the nature of bullying and strategies to prevent it."
University of North Carolina School of Education | Dorothy L. Espelage, PhD, William C. Friday Distinguished Professor of Education
"For too long, we have failed to recognize that youth who bully others are in need of intervention just as much as their targets, and until we understand the motives undergirding perpetrators’ actions, the efficacy of our interventions will always be limited. The Confessions of a Social Bully program refreshingly and effectively addresses this gap. Its message will resonate with middle school youth."
Seattle Public Schools | Gretchen Salter, Teacher
"My students connected immediately to the film. They were drawn to the true account of words, actions and emotions of the perpetrator. In the post-film discussion, many students shared their own encounters with bullying, whether they had been targets, bystanders or perpetrators themselves. The film opened up an honest discussion, especially for my quieter students. After class, one student informed me of daily teasing he was experiencing on the playground. The film gave him the courage to speak up and get the help he needed. ‘Confessions of a Social Bully’ empowers students to recognize bullying even when it seems subtle, and to speak up for others and themselves."
NYU School of Medicine | Jess P. Shatkin, MD, MPH, Professor of Child & Adolescent Psychiatry and Pediatrics, NYU School of Medicine, and author of Born to Be Wild - Why Teens Take Risks, and How We Can Help Keep Them Safe
“An important story to which parents, teachers, and kids should all bear witness – ‘Confessions of a Social Bully’ tells the all too common tale of relational bullying and its potentially devastating effects. More importantly, this beautifully rendered film provides an opportunity for each of us to examine our own behavior and how we can help our children and our schools to limit the terror of bullying.”
Citation
Main credits
Cohen, Lisa (film director)
Cohen, Lisa (film producer)
Ledesma, Eleni (film producer)
Abbott, Gabrielle (illustrator)
Other credits
Cinematography by Doug Hostetter; edited by Trent Siegel, Bevin Flynn; still photography by Jacqui James; illustrations by Gabrielle Abbott; music by Catherine Grealish.
Distributor subjects
Bullying; Children; Youth & Families; Mental Health; Social Studies; Girlhood Studies; High SchoolKeywords
WEBVTT
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(upbeat music)
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- When I was in middle
school I was popular
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and everybody on the
surface sort of thought
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that I was really well adjusted.
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It just didn\'t really seem
like I had any problems.
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But underneath the surface, I was a bully
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and I bullied the girl Jane
for all of middle school
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especially because she was
good at all of the things
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that I felt like I wasn\'t good at.
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In sixth grade, before sixth grade started
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we had like a sixth grade
barbecue down at a beach.
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And I actually struck up
a friendship with Jane
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and one other girl and we
kind of all figured out
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that we all really liked cows.
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And so we decided that
we were gonna make a club
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called \"Cows Go Moo\" and the
three of us hung out all night.
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The next few weeks into middle school,
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we continued to have this club
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and there was this girl
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and she wanted to join
in the \"Cows Go Moo\" club
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and we didn\'t really want her to.
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But Jane wanted to be nice
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and invite this other girl
into our group with us,
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which I\'m sure she just thought
it was like a nice thing
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and it wouldn\'t be a big deal
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but me and my friend were
very angered by that.
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(dramatic music)
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I got these shoes,
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these pink shoes that
I thought were so cool.
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And a few days after I had worn them,
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Jane came up to me and asked me
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and if she could buy the same shoes as me.
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And of course in my head I was like,
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no, like that\'s copying me.
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But I sort of like sarcastically was like,
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sure, if you want to.
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And then I sort of like
immediately went back to my friends
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and told them how she was
like trying to copy me
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and how annoying it was.
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(dramatic music)
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There was this play that we auditioned for
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was the first play that
our class was ever in.
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I was really excited
\'cause I thought maybe
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I would get a pretty big role
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\'cause I was sort of like
the only person in my class
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who had theater experience.
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All of my friends were like,
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oh you\'re totally gonna get a big role.
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Like it\'s gonna be great.
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And we had auditions and
then I didn\'t get a big role
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but Jane got the biggest
role of anybody in our class.
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And I remember being really jealous of her
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and also really angry and upset
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and I didn\'t really know what to do.
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I told some of my friends
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and I think it sort of quickly spread
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to a fair number of our classmates.
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And so I think it was sort
of like incidents like that
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that everybody just sort of was like,
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well, we don\'t really like this girl.
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And that was just sort of it.
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(brooding music)
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Throughout middle school,
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my dad always really wanted
me to be friends with Jane.
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I think he just sort of saw that
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she was a good student
and she was a nice person
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and she was into acting like I was.
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And so to him, that sort of meant like
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okay, you should be friends with her.
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And I think that was like
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a large source of sort of
rejection for me in a way.
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It made me like very angry and
even more angry towards Jane
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because it was like, why her?
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Like, why is she the one
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who\'s getting put on this
really nice pedestal?
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And why not almost me?
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She was always getting
praise from the teacher.
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She was always like on top of the class.
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She would always sort of talk about
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how her parents had helped her do stuff
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or her parents would come
to school with her projects.
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And I like always refused
help from my parents
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which was kind of my own problem.
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But I felt very frustrated
by the fact that
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she was getting these
good grades and I wasn\'t
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but she was getting all of
this help from her parents
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and I wasn\'t.
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She didn\'t mean to, didn\'t even know,
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but like took away all of these things
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that sort of made me
feel good about myself
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and so in my mind, I sort of had to
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take her down.
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(dramatic music)
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(brooding music)
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It was never like pushing or,
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it was never anything like physical.
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It was always things that
were really like little
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because we didn\'t really want
like the adults to find out.
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So, it was always things
like turning away from her
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or talking bad about
her even if it was like
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we knew that she knew that
we were talking about her.
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You could probably barely notice
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that we were being really mean
to her, but we always were.
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And I think we all sort
of encouraged each other
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it was sort of the norm almost
like you eat lunch every day,
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you talk bad about Jane every day.
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Like it was just something that was like
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so ingrained in our every day.
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Like it, it was almost like
we couldn\'t not do that
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\'cause we were so used to it.
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It was just like a habit that we kept
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doing and doing and doing.
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(brooding music)
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I definitely didn\'t put any thought into
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how much I was affecting
her day-to-day life
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or her self esteem
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or what being singled out by the class
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how that was affecting her.
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It was just all like, what
does this mean for me?
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How is this affecting me?
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What does this give me?
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I was always really
scared to ask for help.
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I didn\'t feel like I could ask my teachers
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or really my parents,
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because I felt like if
I asked them for help
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then it was just confirming the fact that
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I wasn\'t good enough at school.
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Nobody really seemed to
notice that I was struggling.
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I really started to believe
that I wasn\'t good enough
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that I wasn\'t really
capable of being good enough
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and that it was just a given
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that I wasn\'t going to do well in school.
00:08:01.286 --> 00:08:04.036
(brooding music)
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Near the very end of eighth grade
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we had this big class meeting
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and right in the middle
of it Jane stood up
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and just said you guys have
been mean to me for three years
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and how bad it felt.
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We all realized that if
we didn\'t apologize to her
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then we were gonna get suspended.
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I was brought into the office with Jane
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and the head of our school.
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And I remember feeling
like very uncomfortable
00:08:53.520 --> 00:08:55.679
and like I\'m really sorry
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and I think in some ways
like genuinely meant it
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but it was like not in my head like,
00:09:03.570 --> 00:09:06.409
oh this is like actually a big thing
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and like I\'ve had this huge effect.
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I knew I was gonna have to see Jane.
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For the first time I was kind
of like waiting for the moment
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that we saw each other.
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And I sort of saw her like
from the end of the hall
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and I knew that I had to walk past her
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to get to where I was going.
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I remember like feeling really freaked out
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but I couldn\'t really go
anywhere and I was sort of like,
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okay, let\'s get it over with.
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She was with somebody else, like a friend
00:10:02.180 --> 00:10:04.299
and I was by myself.
00:10:04.300 --> 00:10:08.459
And I walked past and I just was like, hi,
00:10:08.460 --> 00:10:09.929
really quickly and then kept going
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and she didn\'t say anything to me.
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And I remember just feeling really ashamed
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but also like I understood and
I sort of decided after that
00:10:20.290 --> 00:10:24.979
that I was gonna be nice to her
00:10:24.980 --> 00:10:27.239
or at least I was gonna attempt
00:10:27.240 --> 00:10:30.759
to actually get to know her as a person
00:10:30.760 --> 00:10:33.689
which I had never previously done really.
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And at the end of the year,
00:10:35.920 --> 00:10:38.709
I was too scared to say anything to her
00:10:38.710 --> 00:10:43.710
but I wrote in her yearbook
that I was sorry for what I did.
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So that was sort of now
like two or three apologies
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and that was really what it was like,
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okay, we\'re like really
moving on from this.
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In high school when I got to know Jane,
00:11:06.960 --> 00:11:11.890
I got to know her as like a
very like unique individual
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and like unique in a way
that I really admire.
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She\'s really great fashion sense
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and a really great presence.
00:11:19.790 --> 00:11:24.009
And like she\'s very
spontaneous and imaginative
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and creative and just as
like a really great person
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and I think like has a
lot of light around her
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and as a source for light
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I think in a lot of other people\'s lives.
00:11:48.140 --> 00:11:49.409
Being mean to Jane,
00:11:49.410 --> 00:11:54.410
for me, took away the pain
of feeling bad about myself
00:11:55.280 --> 00:11:56.570
and feeling like
00:11:57.580 --> 00:12:00.179
there was nothing that
I could do about that.
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Like there was something
that I could be in control of
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something that could maybe make me feel
00:12:07.640 --> 00:12:10.903
like a little bit better about myself.
00:12:12.950 --> 00:12:16.697
And I think that
00:12:18.920 --> 00:12:22.339
those feelings that I felt about myself
00:12:22.340 --> 00:12:26.859
by being mean to Jane, like
I never dealt with them.
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I never like faced them.
00:12:30.260 --> 00:12:33.779
And almost 10 years later,
00:12:33.780 --> 00:12:36.989
I feel like I\'m only
at the point where like
00:12:36.990 --> 00:12:40.449
I\'m finally starting to
deal with those feelings
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because I pushed them down for so long.
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I think,
00:12:46.780 --> 00:12:51.510
when I was like 19 or 20 and
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I did like my gap year program
00:12:55.460 --> 00:12:58.419
and they just talked about
compassion all the time.
00:12:58.420 --> 00:12:59.439
And I like,
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not that I didn\'t get it
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but I was just like,
00:13:03.040 --> 00:13:05.299
I don\'t feel like I know
how to be compassionate.
00:13:05.300 --> 00:13:08.529
And I think I realized that like
00:13:08.530 --> 00:13:11.029
I wasn\'t really
compassionate towards myself,
00:13:11.030 --> 00:13:16.030
so how could I be compassionate
towards anybody else?
00:13:16.040 --> 00:13:19.439
So I think once I learned to
be compassionate for myself
00:13:19.440 --> 00:13:21.829
and I think that\'s different than
00:13:21.830 --> 00:13:26.023
feeling bad for yourself
obviously, but yeah.
00:13:29.230 --> 00:13:34.023
Because I think like when
you feel bad for yourself,
00:13:34.930 --> 00:13:35.860
it\'s more of a like,
00:13:35.860 --> 00:13:36.693
oh, woe is me.
00:13:36.694 --> 00:13:39.509
Like I\'m really sad or angry
00:13:39.510 --> 00:13:43.759
or I\'m not good at whatever.
00:13:43.760 --> 00:13:48.069
Whereas like when you\'re
compassionate towards yourself like
00:13:48.070 --> 00:13:52.760
you are able to understand
and look at like
00:13:54.490 --> 00:13:57.089
why you do the negative things that you do
00:13:57.090 --> 00:14:01.120
and like how those things
negatively affect you and
00:14:03.550 --> 00:14:08.550
you start to like work towards
moving through that I think.
00:14:10.054 --> 00:14:11.012
Yeah.
00:14:11.013 --> 00:14:13.762
(brooding music)
00:14:32.576 --> 00:14:35.159
(upbeat music)