spark

I knew it was an OTC medicine, but I was thinking it was something stronger, but I can't think of anything else it could be. Home medicines are either cold, stomach, or pain, and I doubt her parents would leave something. Nyquil, especially the non-sudafed kind that is useless wouldn't do much harm. However, based on the way mom acts, and is getting frustrated with Maddy; I could see her demanding more supervision if she learned that Maddy was popping Nyquil each night without consulting her parents. I would think Nyquil would be something that could cause bedwetting. Even the bad stuff still knocks me out. With the old stuff that was good, I was dead to world for 6 hours.

The idea of the 12-month plan is a functionally accept that diapers are now your toilet, and I think there is something to the conditioning when you're training yourself to use a diaper. I had a friend whose father suffered a stroke that affected him both cognitively and physically. They started using diapers out of need, but he throw fits when he used it, or struggled to use it. For her, it was so much easier when her dad just used his diaper. The part that fascinates me it there is a caregiver/authority figure enforcing it. I think the results in such cases would be relatively quick, especially if it combined positive/pleasurable responses for proper use (i.e. using the diaper without reaction) and negative responses for resisting elimination. In my case, I still don't have that CG/authority figure involved, and there is part of me that isn't giving in to the condition. When I need to wait, and don't want to use up a diaper, I know that a toilet is the best place to pee. If that option were no longer available, I think I would give in much quicker. However, based on what I've read, I don't think it would be irreversible. Unless there was something that something that prevented those neurons from activating, the brain will receive a signal from the bladder, or bowels. I think, overtime, you can be reconditioned (IE- potty trained) to wait until there is an appropriate place to void. However, that would require a willing participant. In my case, I would have very limited desire to go back, and if it were attempted- it would be nightmare for everyone involved.

Kat needs to take Alice away for her own good. Things are already too far gone for Alice. Whatever brainwashing her mom has done to Alice, she needs to be saved. Unfortunately, I have a feeling mom is only going to escalate things from here on out. A messy accident means more restrictions, which would require a more forceful intervention from Kat to overcome.

Maddy crossed the threshold. She's gone from purposely wetting herself at night to having almost no warning between I gotta e got to go right now! Given that she is harming herself by taking medicine without supervision, her parents can't afford to let her go without supervision.

Maddy's parents seem old school, but not in the narcissistic sense that you've written about. BTW- you wrote up some real doozies. That's how parents treated bedwetting in the past, especially once shaming kids for it was no longer in vogue. I've heard of kids not being able to drink any liquid after 5 or 6, which is likely just as cruel as shaming. Maddy's parents remind me of my parents. Her mother is more like my dad than my mom, but they have similar parenting styles. Unfortunately, I never wet my bed after I was potty trained (weird statement to say, but it's the truth). In my dreams, my mom reverted to putting me in diapers when I kept wetting my dad. That's how I wish it would have happened, had I wet the bed. Instead, I think I would have been the one drinking thimbles of water because my parents didn't want to shame me by putting back in a diaper.

I don't have much experience with that age group. I took that line straight from the article that I linked, which I had read before, and was thinking about when it Hannah's childlike innocence. The only other group that is harder to teach than this age (aside from little kids) are the older teens who think they have it figured out, although they are old enough that I let them make their own mistakes. I let them know what the natural consequence of their choice is, and I'm not responsible for enforcing it- it's a natural consequence. Generally, since my students have learning disabilities, they realize that they don't have it figured out. PS- that's why I don't like 9th graders- they aren't old enough to realize the consequences of their choices. BTW- that exactly where Maddy is right now. I think he is pulling away because it only plays into Maddy's conflict. The main conflict between Maddy and herself.

I taught middle school for 9 years before moving to high school. I don't regret my decision. I've watched 8th-grade girl drama many times. A lot of people feel sorry for Maddy,, but she's been awful to Hannah. Much like it would be for Maddy, where not being friends with Emma is probably better for her mental health, it might be the same with Hannah. Hannah sees the world through the eyes of an 8-year-old girl: And they are known to best the humans on earth.

This chapter takes a short break from Jamie's narrative. I wanted to explain a little bit about the background with the training RAs and SAs, and why someone would choose to become an SA. The idea that in order to become an SA (and ultimately an RA), they have experience the regression themselves. Chapter 10: Maya’s Week in Diapers Maya was intrigued by the BRAT program from the moment she saw a young woman being pushed in a stroller on her way to class. The sight was striking; the woman was dressed like a little girl, but she wasn’t a child. She was an adult, and old enough to be in college. This unusual scene captured Maya’s attention and sparked her curiosity. At first she thought it was some kind of sorority initiation, but it wasn’t. Her interest grew when she found out the girl was in a program that treats college students like they are little kids. The idea of being cared for and guided in this way, despite one's age, fascinated her. Before coming across the BRAT program, Maya already understood how regression could be used for discipline. Maya is the third oldest in a family of ten children, with nine siblings ranging from twenty-two to two years old. Because she is one of the older, and the most mature child, she has been babysitting her brothers and sisters since she was twelve. Her mother's philosophy is straightforward: “If you act like a baby, you will be treated like one.” Regressive punishments like early bedtimes, timeouts, and pacifiers are used as consequences, regardless of age. Maya vividly remembered when her older sister, at fourteen years old, had to use a pacifier as a punishment for pouting. Maya is mature and well-behaved, so she was never punished like that. Maya’s home has always had diapers, since at least two kids still wore them. Since she started babysitting her siblings, there has always been at least one who wasn't potty trained; usually, two of the kids were still in diapers. A few years back, for a short time, there were three kids who still wore diapers all the time. Maya’s mother makes any child who isn’t consistently dry at night wear diapers to bed. For most of her siblings, that happened shortly after they were potty trained during the day. However, that’s not all of them! Her fourteen-year-old brother didn’t stop wetting his bed until last year, and wore diapers until he was thirteen. Maya’s eight-year-old sister still needs diapers at night, but her six-year-old brother and four-year-old sister have been out of diapers for a few years. There are currently only two kids in her family who still need diapers: the two-year-old, who isn’t potty trained yet, and her eight-year-old sister. It was exactly one year ago when Maya first learned about BRAT. The memory was vivid, taking place during PCU’s Orientation Day. Maya and her mother were walking together when they both saw the young woman in the stroller. The sight was unusual, and it immediately caught their attention. As they headed toward Maya’s English Composition class, her mother leaned over and asked, “Is that what I think it is?” Maya, equally surprised, simply shrugged her shoulders, unsure how to respond. “Maybe there is something wrong with her, or maybe it’s a sorority thing?” Her mother replied, “I guess so. If it is a sorority thing, promise me that you won’t get caught up in something like that.” Maya quickly forgot about it, but then the same girl appeared in her class. The woman who was pushing her in the stroller talked to the professor first, and then calmly spoke to the girl. Maya heard her say, “Be good, honey. Remember, you have to wait until I pick you up, okay?” Those words were so strange, especially considering she was talking to an adult. Maya tried to concentrate on the professor, but her mind kept drifting back to the girl at the front of the classroom. When the class ended and everyone left, the professor called out, “Kayla, don’t leave yet. You need to wait for your SA to pick you up.” It reminded Maya of her little brother and sisters, who have to stay at their daycare until somebody picks them up. Maya saw the same girl again in her next class, calculus. She also saw the top of a diaper peeking out of her skirt, along with a diaper bag. Her curiosity, which was already piqued from the previous class, grew stronger. When the other girl came by to pick her up after class, Maya asked, “What’s this all about?” The older woman responded, “Excuse me?” Feeling a bit embarrassed, Maya quickly apologized. “I’m sorry. I don’t mean to be rude, but I saw you guys in my English class. I also saw you pushing her in a stroller.” Lowering her voice, Maya quietly added, “and why is she wearing a diaper?” In such cases, SAs are trained to respond in a variety of ways: ignore, deflect, or address it directly. In this instance, Kayla’s SA chose to respond openly. She extended her hand to Maya and introduced herself, saying, “Hi, I’m Kristy, what’s your name?” Although Maya felt apprehensive, she quietly responded, “I’m Maya.” Her mother, who clearly noticed Maya’s growing curiosity, joined the conversation. “I’m her mother, Elaine.” Kristy acknowledged both Maya and Elaine before providing a further explanation. Gesturing toward Kayla, she said, “This is Kayla, and she is part of a program that we call BRAT.” Elaine, interested in learning more, asked, “What’s that?” Kristy replied, “It’s a program for students who need more supervision than the school usually offers.” Kayla, visibly embarrassed, added softly, “I didn’t get good grades last year, so now I have to do this.” Kristy replied, “Since Kayla struggled so much last year, she needs as much supervision as possible.” Maya’s mom, Elaine, appeared interested in the concept and turned the moment into a teachable one for Maya. “Remember that honey. That’s what can happen when you don’t take your classes seriously.” Maya, annoyingly responded, “Mom!” She quickly followed up, “What about the diapers?” Kristy answered, “Well, that’s part of the supervision. The amount of supervision depends on their level, and Kayla needs the highest amount possible.” Maya asked, “Do you mean that you treat her like a baby?” Kayla blushed, and Kristy responded, “I guess so.” Elaine mused, “I wonder whether that would have worked with my son. Last year, he dropped out of college, and now, he won’t even leave my basement. All he does is smoke pot, drink beer, and play video games.” Maya couldn’t help herself, and snickered at the idea of her older brother being treated like her baby sister. Kristy asked, “I wonder if you can do me a favor?” Maya felt a bit nervous at the unexpected request but nodded in agreement. “What do you need?” Kristy explained, “I need some help.” Uncertain, Maya asked, “Do I have to change her diaper?” Kristy responded sharply, “Honey, she can hear you. You can ask her directly.” Realizing her mistake, Maya immediately apologized, “I’m sorry, I shouldn’t have said it that way.” Kayla seemed to accept Maya’s apology, but Maya still felt guilty. Kristy replied, “To answer your question, you don’t have to worry about that, if she needs one, I’ll do it. However, I want you to keep an eye on her and help me keep track of her assignments. I'll give you my cell phone number so you can call or text if you need anything.” Although Kristy asked Maya for help; she ended up being more like a big sister. Both of them lived in the residence hall, and Kristy guided her through the first year of college. She helped Maya focus on her studies and steer clear of the social drama in the Residence Hall. She also encouraged Maya to apply for the SA position. Maya and Kayla’s relationship also grew. At first, Maya treated Kayla like she was one of her younger sisters that she babysat. She took the helper role very seriously. However, Kayla is extremely intelligent, and due to the guidance and supervision at BRAT, she did exceptionally well in her classes. She ended up helping Maya far more than Maya helped her. Without Kayla’s help, Maya may have failed her calculus class. As Kayla was promoted, and gained more independence, their bond deepened into a true friendship. Maya has always known that she would work with children. From a young age, she dreamed of becoming either a teacher or a child psychologist. This passion was evident when, as part of her enrollment at PCU, she took a personality test that all freshmen have to take. Maya’s results revealed an exceptionally strong maternal instinct, nearly matching Ms. Hana’s score. Though she was reluctant to admit it, Maya was fascinated by the idea of treating college students like they are little kids. The idea of becoming an SA immediately appealed to her. Had it been possible, she would have applied right away. However, the requirements are clear: candidates need to be at least eighteen years old and have completed a full year of college before they could apply. Unlike most students at PCU, Maya had to work to pay for her education. While her parents are well-off, their resources are stretched thin with ten children, making it impossible for them to cover all of her expenses. Maya took a job at the college bookstore, which was looked upon by the other girls on her floor. When she discovered SAs receive full tuition as well as room and board, she immediately applied for the position. Through the application process, Maya learned about the rigorous training required to become an SA. The program is intentionally challenging, both to provide experience and to screen out candidates who aren’t good fits for the program. The process began with a six-week course taught by Dr. Andrews. This course was designed to be comprehensive and, even if Maya decided not to become an SA, she could still earn credits that count toward her degree in psychology. However, Maya was terrified by the second phase of the training. She was expected to spend an entire week living as a toddler, taking on the “baby” role. The thought of being on the receiving end filled Maya with a sense of dread and anxiety. She learned about this requirement during the application process, and the idea was so intimidating that she nearly withdrew her application. The promise of free tuition, along with room and board, was the only thing that convinced her to continue. Nonetheless, Maya questioned it all the way up until the week before she was set to take on the role of a baby. When Maya talked her mother about her anxiety, her mother was confused about her hesitance. “I don’t understand why you’re so reluctant to join that program. It’s what you’ve wanted since you were a little girl.” Maya replied, “But mom, they’re going to make me wear a diaper! For a whole week. It’s humiliating. I just can’t do it. It’s too much.” Her voice conveyed her dread and discomfort at the idea of being treated like a toddler. Her mother, unconvinced, gave Maya a questioning look. “Really, that didn’t seem to be a problem when the ball was on the other side. You seemed fine treating Kayla that way.” Maya quickly defended herself. “Mom, I didn’t treat Kayla that way. I didn’t make her wear diapers.” Her mother, however, was not swayed. “That’s not what I saw, honey. I watched you with her, and I saw how you treated her when she was here over Christmas.” Frustrated, Maya protested, “But it makes no sense. Why do I have to wear diapers to learn how to take care of little kids? I’ve been doing that since I was twelve!” Her mother offered a possible explanation. “That might be the point, honey. I read his book, and he says that the experience, even as a caregiver, teaches you firsthand what needs to be done.” She paused, then continued gently, “Look, it’s ultimately your choice. You’re the one who has to go through it, but if you can’t handle one week with the shoe on the other foot, why were you so eager to do it in the first place?” Maya fell silent, contemplating her mother’s words. After a moment, her mom spoke again, shifting the conversation to the practical consequences. “If you don’t, you’ll probably have to change schools.” Shocked, Maya responded, “What?” Her mother clarified, “Honey, you know that your father and I are more than happy to help you with school, but it’s very expensive. We’ve already spent more money on you than we did on Nathan. If you just endure one week, your entire education is covered for the year. I can’t justify spending that much money when you won’t do your part.” Ultimately, the financial incentive was the deciding factor. The cost of college tuition was significant, and despite the assistance from her parents, Maya still found herself working twenty hours a week at the campus bookstore to make ends meet. Becoming an SA, came with considerable benefits: not only would her tuition be fully covered, but she would also receive free housing in the residence hall and a stipend of $1,000 each quarter. In addition, there were opportunities to earn extra money by babysitting in the compound as needed, making it possible for her to leave her job at the bookstore. The training for new SAs began after the Fourth of July with enrollment in Dr. Andrew’s summer course. This was a college-level psychology course focused on young adults. Of the thirty students, only twelve were training as SAs, and it wasn't obvious who belonged to the program. Regression wasn’t introduced until the third week. That was also the week that they toured the compound for the first time, which left a strong impression on Maya. She was struck by how much it looked like a preschool, complete with a playground, a variety of toys, and changing tables. After that, the twelve candidates moved into the compound, signaling the beginning of the final stages of their training. However, not all of these candidates would become SAs. At the start of training, eight SAs were returning, and Becky was the only new BRAT. The presence of these returning members meant that there were just seven available spots for the twelve candidates. That increased after Jamie’s enrollment was confirmed, adding one more spot. A further opening was created when one of the experienced SAs withdrew from school, providing another opportunity for the remaining candidates. These were also the weeks that RAs and the returning SAs were regressed. All adults are required to spend one week in diapers each year, living as toddlers, to stay in the program. That includes Ms. Rachel, who was regressed the first week. It was split into two groups of six, with one group caring for the other, and then reversing their roles. During this period, incoming SAs observed treatments and shadowed adult caregivers. Each candidate had to complete assigned chores, including the challenging task of changing a messy diaper, which was required to advance in the program. At this stage, the twelve SA candidates discussed their impending regression during their downtime. Each candidate shared a different view. Danielle and April seemed enthusiastic, but others were nervous. Two candidates quit the program, unable to handle the idea of being regressed to a toddler. During this time, Ms. Rachel, having just finished a week as a regressed toddler, met with each prospect individually. She wanted to ensure that every candidate was truly prepared and willing to see the training through to completion. Just a week earlier, Ms. Rachel had been “little Rachel,” dressed in a shortall with a pacifier in her mouth. Now, she was once again the program coordinator, deciding who would ultimately join the program. Nine out of the ten candidates secured positions, while one was chosen as an alternate and left before the regression began. She remains eligible to become an SA; however, she has to spend a week as a toddler first. The week began Friday afternoon, starting the regression process after the previous group finished their week in diapers. As the earlier group took their final nap, Ms. Rachel outlined expectations and gave advice to the new candidates for the week ahead. She encouraged them, saying, “Embrace it! Rather than viewing yourself as an adult being treated like a baby, imagine you are a baby living in an adult body.” Ms. Rachel reminded everyone, “Please don’t be a brat, but don’t think like an adult. Try to remember what it was like when you were little girls, and act accordingly.” She emphasized that each candidate would be under constant supervision throughout the entire week. “Keep in mind that there will be an adult watching you whenever you're awake. We want you to experience this the same way that the BRATs do. For me, that’s always one of the hardest parts of the week, aside from the diapers. However, try to view them as loving caregivers, rather than strict authority figures.” Ms. Rachel continued to address the candidates, “One factor that I must emphasize is that you embrace the diapers. If we think you are reluctant to use your diaper, especially for poo, you won’t pass, and will not become an SA.” After this statement, Ms. Rachel deliberately paused to allow the seriousness of her warning to register with everyone. After delivering her firm warning, Ms. Rachel alleviated the tension in the room with a reassuring smile. “Just remember, it’s worse for them than it is for you. We may act like we enjoy it, but that’s only because we have to. As you’re well aware, changing a messy diaper is not pleasant. I always get a perverse satisfaction when somebody has to change one of my poopy diapers.” After that, Ms. Rachel left to process the RAs and SAs who just completed their week in diapers. Each one took part in an exit interview to reflect on their time in regression. Afterward, they returned to adult status, ending their toddler phase. After a week of regression, they quickly shifted from being toddlers to caregivers. Moments after waking up in cribs and having their diaper changed, they were now responsible for guiding the incoming SAs with the same care they had just received. The girls who were about to be regressed sat together in the sterile waiting room next to Ms. Rachel’s office. The atmosphere was charged with anticipation with a noticeable nervous energy filling the air. Some of the candidates appeared to be genuinely excited, chatting quietly and exchanging hopeful glances. However, for Maya, it felt like she was waiting for the dentist; with a feeling of dread and anxiety. One by one, each girl was brought into the preparation room, where the transformation process began. The initial step involved a thorough shaving of the entire body, performed meticulously by Ms. Rachel to ensure consistency and a smooth appearance throughout, even if the region was previously shaved. While the transformation procedures is the same regardless of gender, the process tends to take longer for boys than for girls. However, the program has never had a male SA. Although men are not explicitly prohibited from becoming SAs, no male candidate has ever met all of the necessary criteria. In general, boys that are in college aren’t mature enough to become an SA, let alone an RA. Maya was the third one called into the prep room. Ms. Rachel asked, “How are you doing?” Maya nervously replied, “Alright.” Ms. Rachel comforted her, “Don’t worry. It might be emotionally difficult, but there won’t be any physical pain. It's just a week; are you ready?” Maya nodded, “Yes, I think so.” “Wonderful!” Ms. Rachel plopped a pacifier in her mouth, “Suck on this, and keep it in your mouth until somebody takes it out. From now on, until Friday afternoon, you are not an adult, you’re a toddler.” Ms. Rachel guided her to the table and gently removed all of her clothes. The first step was a thorough bath, but instead of using a traditional bathtub, She was bathed with a warm, soapy sponge, carefully washing her entire body, including her private parts. After the sponge bath, Ms. Rachel washed her hair with baby shampoo, which gave Maya a distinct infant-like scent and set the tone for what was to come. Next came the shaving stage. Maya usually keeps her legs, underarms, and pubic hair trimmed, but Ms. Rachel shaved every area again for complete smoothness. That night, Maya was surprised how soft her skin felt and wondered what made it so smooth. After shaving, Ms. Rachel applied extra lotion, leaving her with an even more noticeable baby-like scent. After being shaved, Ms. Rachel put Maya in a diaper. It was the first time she could remember wearing a diaper. She was potty trained when she was three, and had no memories of it. After the diapers, Ms. Rachel put a compression shirt on her. It was meant to reduce her cleavage size, but it wasn't needed on Maya. Her breasts aren’t much larger than her younger sisters; she usually wears a larger bra than necessary to make herself look older. With the compression shirt, Maya was just as flat as her younger sisters. After the shaving and lotion were complete, Maya was dressed in shortalls, which served as the standard uniform that week. Ms. Rachel tied ribbons in her hair in a simple, childlike style. When Maya looked at the mirror, she was surprised to see how much she looked like her two-year-old sister, only twice as big. Ms. Rachel gently led Maya into the dining room, which was now a playroom. The two other girls who had already been transformed were sitting on the floor, playing with dolls. Each girl had a pacifier in her mouth, so they couldn’t talk to each other. Maya quietly joined the group, picking up a doll and playing with it on the floor. One by one, the remaining girls joined them. With a total of nine girls needing to be transformed, and Ms. Rachel spending approximately ten to fifteen minutes with each one, it took nearly two hours to complete the process. By the time the last girl was finished, it was time for dinner. Before dinner, each girl was introduced to her nanny for the week. Maya’s assigned nanny was Linda, who, just hours earlier, had completed her week as a toddler. Earlier that day, Linda was sitting in a highchair, eating lunch with her hands and fully immersed in the toddler role. Now, wearing a smock, Linda looked older and seemed more mature than her actual age of twenty-one. However, Linda continued to wear Pull-ups under her clothes. This was a routine measure, as bladder control often takes time to return after a week in diapers. During the initial weekend, the girls experienced the most intense level of regression, mirroring the treatment BRATs receive at level 0. Throughout this period, they were seated in highchairs and weren’t allowed to feed themselves. In the initial two days, their meals consisted of pureed adult dishes, effectively serving as baby food. Although it tasted okay, Maya hated the texture. On Friday night, each girl received a full dose of the laxatives. After being put to bed, Linda woke Maya up three hours later and gave her another bottle containing diuretics and muscle relaxers. She repeated the process two more times that night, ensuring Maya had a wet and messy diaper. With pacifiers in their mouths, the girls couldn’t talk. Instead of engaging in group play, they played side by side, much like infants. They didn’t get to play together, like children, until Monday. That was also the first time they left the compound, after their morning playtime. Linda took Maya to class with her, even though Maya had already finished her class. Maya and the other girls entertained themselves with coloring books while their nanny listened to the professor. For most of the girls, it was also the only time they had to ride in a stroller. On Monday afternoon, after their nap, they had their first outing of the week: a trip to the aquarium. This trip marked an important milestone in their regression, as each girl was expected to stay close to her nanny at all times. The promise was clear: if the girls remained by their nanny’s side, they wouldn’t need to ride in a stroller any longer. Unfortunately, Maya momentarily forgot her role. Even though she was dressed like a little girl, she didn’t feel like one, and Linda was talking to her like she was an adult; not a toddler. She forgot that she was supposed to stay next to her, and wandered away. When Linda found Maya, she responded calmly and firmly. Without raising her voice, she took her hand and guided her to the bus. She grabbed a stroller and said, “Okay, you need to sit in this.” Just like her siblings when they get in trouble, Maya tried to plead her case, hoping to avoid the consequence. “Please don’t do that. I’ll stay next to you. I just forgot. Don’t make me sit in the stroller, please.” Linda, however, remained firm in her decision. “Nope, I can’t let you do that. I don’t trust you to stay near me, so now you have to ride in a stroller.” Maya continued to protest, but Linda plopped a pacifier in her mouth, effectively ending her whining and signaling that the discussion was over. Maya wasn’t the only one who ended up in a stroller. Danielle, another one of the girls, thought it was a game, and wandered away from her nanny. Much like Linda, Tracy, Danielle’s nanny, took Danielle to the bus, placed her in a stroller, and continued with the group’s visit. Ironically, Maya felt it was worse for her than Danielle. Due to her small size, people often mistook her for a child, but they thought she was too old to ride in a stroller. Danielle, on the other hand, was larger and clearly too big to be mistaken for a child, and people averted their eyes when they saw her. When one woman saw Maya, she loudly commented, “That little girl’s parents should be ashamed. She is way too old to ride in a stroller.” The same woman saw Danielle, but turned away and ignored it. Maya saw firsthand how BRATs were disciplined at the aquarium. When she wandered away from Linda, Linda responded without raising her voice or showing frustration. Instead, she handled the situation calmly and with unwavering firmness. Tracy, Danielle’s nanny, reacted the same way when Danielle wandered off. Both nannies remained in control, making it clear that the rules would be enforced consistently. Linda’s response was a logical consequence for wandering off, and not a punishment. Because she didn’t trust Maya to stay close, Maya now had to ride in a stroller whenever they left the compound. Despite Maya’s pleading, she didn’t give in. She made it clear that she was the one in charge and that the expectations were non-negotiable. Although BRATs could eventually regain trust with consistent good behavior, Maya and Danielle had to use their strollers for the entire week. Throughout the training, the girls followed a consistent routine similar to the BRATs. Each morning, after being woken up, they went to the dining room for breakfast. They sat in highchairs all week, using sippy cups throughout. After Monday, they fed themselves, but they had to eat with their hands; they were not allowed to use utensils. After breakfast, the girls returned to their houses for playtime and the nannies prepared for the day ahead. This period also held an important requirement: each girl was expected to independently poop in her diaper, without assistance. That was a requirement to complete the program, and by the end of the week, all nine were doing it without complaint. After Quiet Playtime was over, they followed their nanny to class, with Maya and Danielle being pushed in a stroller. While sitting at the front of the room beside their nanny, each girl had a coloring book to keep them occupied. During the lecture, they were expected to play quietly and avoid disrupting the adults, who were focused on the lesson. They had lunch after class, and then they played outside. Following their playtime, they took a nap, and then went on an outing. They visited the beach on Tuesday, and returned to the aquarium on Wednesday. For Maya, the worst one was Thursday, when they went shopping in downtown Newport. As long as they stayed close to their nanny, the other girls could walk independently, but Maya had to stay in her stroller. When she whined about it, Linda put a pacifier in her mouth. By the time they got home from their outings, it was close to dinner time, and their nighttime routine started shortly after dinner. Their bedtime was set at 8:30 PM, and this routine was repeated each day. Finally, in what seemed like an eternity, it was Friday. It started with the same routine as the others, with breakfast, followed by Quiet Playtime. For one last time, each girl pooped in their diaper, knowing that they couldn’t leave until they did. Rather than going to class, they did crafts in the dining room, which Maya liked. Most importantly, she didn’t have to sit in the stroller. After that, it was lunch, and then Outside Playtime for one last fling on the Pirate Ship. Maya was ecstatic when they went down for their nap. It was finally over! The main change was that Linda didn’t put her in a diaper after her nap. Instead, she gave her a Pull-up. When Maya saw the Pull-up, she asked, “Do I have to wear that?” Linda laughed. “You don’t have to, but you might have an accident. I didn’t feel confident enough until yesterday. I was afraid that I would pee my pants, so I’ve been wearing them most of the week.” She paused, and then said, “Ms. Rachel has your real clothes. After your exit interview, you’ll get them back, and you’ll be an adult again. You made it, girl! I’m proud of you.” Maya smiled, “I’m sorry that I was kind of a brat.” “You weren’t that bad. Other than being a little stubborn, and the incident at the aquarium, you were fine. Now you know how we deal with stuff like that, and you’ll know how to respond when your BRAT does it.” After her training was over, Maya spoke with Ms. Rachel. Ms. Rachel began by asking, “So how was it?” Maya hesitated for a moment before replying honestly, “Do you want the truth?” When Ms. Rachel nodded, Maya admitted, “It sucked. I think I learned a lot, but I’m glad it’s over.” Ms. Rachel laughed, “I guess that means you’re not a little.” At the end of their conversation, Maya held up her Pull-up and asked, “Do I really have to wear this?” Ms. Rachel reassured her, “You’re an adult, so you can do what you want.” She then dropped her own pants slightly to reveal the waistband of her Pull-up, “You might want to wear them for a little while, at least until you’re confident that you won’t leak. It’s been two weeks for me, and I still have leaks.” The first thing Maya did was take those stupid ribbons out of her hair. She hated those things. She then took the shortalls off, and put her real clothes back on. It felt so good to look like a normal person again. The Pull-ups felt strange, but she wore them as a precaution. It turned out to be fortunate, because she had an accident on her way home. She had a couple more over the next few days, but managed to get things under control later that week. Back at home, Maya noticed how much her mother combines shame along with regressive punishments. This approach has always been how her family handles discipline. For instance, when her mother uses a pacifier as a punishment, it is not solely to stop them from whining; instead, they are shamed for acting like a baby. Maya saw this pattern repeated during her younger sister’s bedtime routine: both her eight-year-old sister and the two-year-old are diapered together in the living room right after dinner. Her mother makes a show out of putting the eight-year-old in a diaper, just like her baby sister. It was the same when her brother wore diapers at night. Although he was thirteen years old, Maya’s mother told him to lie down next to the other babies when it was time to put him in his diaper. Maya continued to wet the bed for a few weeks after her training, and hid it from her mother out of fear of being treated like her little sister. Maya realized BRAT's methods are very different from her home. Wet and soiled diapers are handled without shame. In fact, she was praised for using her diaper. Discipline, when necessary, is administered in a gentle and supportive manner. The adults don’t raise their voices; scolding is rare and usually replaced with calm voices and clear, direct instructions. Even when Maya thought she deserved it, like when she walked away from Linda and then whined about the consequences, she wasn’t scolded. Instead, Linda treated the stroller as a reasonable precaution and the pacifier was a way to soothe a distressed child. This approach emphasized understanding and support over shame, marking a clear contrast to what she saw at home. Throughout her time in diapers, Maya didn’t understand why she had to be treated that way; it seemed like a waste of her time. She thought her time would be better spent learning practical skills, rather than acting like a toddler. Ultimately, the only reason she agreed to do it was the free tuition, along with the room and board. It was simply too valuable to pass up. Maya realized that without her week in diapers, she would have naturally defaulted to her mother's approach to discipline, which relies heavily on shame and humiliation. Those methods would ultimately undermine the therapeutic process they are trying to achieve. After being Jamie’s SA for the afternoon, she saw the importance of empathy, patience, and kindness.

You're back. An interesting switch as Maddy now has to train herself not to wet her bed.

https://www.dailydiapers.com/board/index.php?/forum/17-story-and-art-forum/ The main thread is where ongoing stories are posted, and it gets a lot more views and action than this page

I like the story, but is there a reason that it's posted in the completed stories thread?

That one has the same idea, where he is gently trained to do everything in a diaper. If the idea of was implemented in real life, I wonder how long it would take for someone to use their diaper without thinking about it, along with staying in wet diaper without reacting. The idea of not allowing someone to ask for a diaper change is fascinating to me. I think at some point that restriction would no longer necessary. They would be used to being in a wet diaper that by the time they would ask for it to be changed that its wet enough that the CG would have changed it anyway.

Other than @Jacobs, I think I might have been the one who opened up a can of worms. Enough so that it created another thread on the Lifestyles Page. FTR-I'm not apologizing for the rant. The rants purpose was to create self-reflection among the people posting on- which I think is what happened. FTR- I think my goal was accomplished, even if you may disagree with my opinion. In reality, what i really objected to was the bullying, and what followed was a defence of their words, but a toned down approach (IE- not bullying). Essentially- the bullying stopped-and the tone shifted. Unfortunately, it came back. For whatever reason, somebody made an attacking post that didn't assume positive intent, and then another poster (one that I respect) piled on for some reason. For me, this whole thing comes down to two things: One-there alternatives that can achieve similar goals without long-term damage. Two- a lot of the people (Not all) who wish to achieve this through surgical means have underlying mental health issues that need to be addressed before undergoing life-altering damage to their body organs.

have you read my story with diaper training. In that story, you're praised for using your diaper. The humiliation and punishment comes when you don't use your diaper. Undergoing that intensive therapy would make someone dependent very quickly.

We have similar themes going on at the same time: young adults being regressed to addressed halted development. BRAT What is fascinating is the contrast in how we approach the theme. You're blatantly using shame and humiliation, which I like. In my story, shame and humiliation is still present, but the CGs are very different. Kind of like Daphne- but even more protective The time jump is a tough call. Even if you don't want to tell the story linearly (FYI- I'm so linear that I can't write flashbacks), I think the transiton from "I'm kicking you out of this house" to calling her mommy is a critical moment in the story, and it can't be rushed. Maybe you wrote Part 3 before Part 2, which is okay in this format. For me- there are is a whole lot of words to include from the very moment that he looks at his nursery, and contemplates what the hell is going in his life.