Little girl gets diagnosed with autism after consuming PSL brainrot at age 8

Females of any age have no business knowing about any of this as it is completely useless when you live on “just exist” mode
 
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i can confirm this really happened
 
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Xangsane said:
Helene’s Disturbing New Habit: Bonesmashing

Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content has taken a dark turn, introducing her to a new and disturbing concept: bonesmashing.

Bonesmashing is a controversial and potentially dangerous practice where people attempt to reshape their facial bones by repeatedly hitting them with their hands or other objects. The idea, as presented in these videos, is that by “smashing” certain areas of the face, you can create more defined features, improve your facial symmetry, and ultimately, become more attractive.

Helene, too young to fully understand the risks, watches these videos with a mix of fascination and fear. The influencers in the videos make it seem easy, almost like a fun, quirky beauty hack. They show before-and-after photos, claiming that their new, sharper features are the result of bonesmashing. The more Helene watches, the more she starts to believe that this could be a way for her to improve her own appearance.

With a sense of nervous excitement, Helene decides to try it herself. She hesitates for a moment, looking at her reflection in the mirror. Her young face is still soft, her features not yet fully formed, but she’s already begun to internalize the toxic messages she’s been consuming. She wants to look better, to be prettier, and if this is what it takes, she’s willing to try.

She raises her hand and, with a tentative tap, hits her cheekbone. It doesn’t hurt much, just a dull thud that barely registers. Encouraged by the lack of pain, Helene taps again, this time with a little more force. She doesn’t notice the slight redness that starts to appear, the way her skin reacts to the repeated impact.

For a few minutes, she continues this pattern, alternating between her cheeks and jawline, hitting them with her hands in a misguided attempt to “smash” her bones into a more desirable shape. She’s so focused on what she’s doing that she doesn’t hear her mother, Francine, approaching her room.

When Francine opens the door and sees what Helene is doing, she’s stunned.

Francine: “Helene! What on earth are you doing?”

Startled, Helene stops mid-smash, her face turning bright red as she realizes she’s been caught. She quickly lowers her hands, looking guilty and a little scared.

Helene: *“Nothing, Mom. I was just…”

Francine’s eyes widen as she notices the slight redness on Helene’s cheeks, the way her daughter seems to be trying to hide something.

Francine: “Were you… were you hitting your face?”

Helene doesn’t know how to respond. She’s never seen her mother look so concerned, and she feels a lump form in her throat. She nods slightly, unable to meet Francine’s gaze.

Francine is horrified. She kneels down to Helene’s level, gently taking her daughter’s hands in hers.

Francine: “Helene, sweetheart, why would you do something like that? Who told you this was okay?”

Tears start to well up in Helene’s eyes as the reality of what she’s been doing sinks in. She feels ashamed, embarrassed, and confused.

Helene: “I… I saw it on TikTok. They said it would make me prettier.”

Francine feels a wave of anger and sadness wash over her. How could something like this be happening to her little girl? She pulls Helene into a hug, holding her tightly as she tries to process what she’s just witnessed.

Francine: “Oh, Helene… you don’t need to do that. You’re already beautiful, just the way you are. Those people on TikTok, they don’t know what they’re talking about. They’re wrong, and I don’t want you to ever do this again, okay?”

Helene nods, clinging to her mother, but the damage has already been done. The seeds of insecurity that were planted by the content she’s been consuming have taken root, and it will take more than just a hug to undo them.

Francine knows this, and as she holds her daughter, she makes a silent vow to protect Helene from the toxic influence of social media, to help her build a healthy self-image before it’s too late. But she also realizes that this is just the beginning of a much larger battle, one that will require constant vigilance and support if Helene is going to grow up feeling confident and secure in who she is.

As Francine pulls back and wipes away Helene’s tears, she tries to smile, to reassure her daughter that everything will be okay. But deep down, she knows that things are more complicated than they seem, and she worries about what the future holds for her precious little girl.

Helene at the Playground: A New Obsession​

Helene has always been a curious and impressionable child, but lately, her curiosity has taken a more intense turn. Ever since she stumbled upon the world of looksmaxxing, her thoughts have been consumed by ideas of self-improvement—particularly mewing and bonesmashing. The content she’s been exposed to online, coupled with her youthful impressionability, has made these concepts seem like the keys to unlocking the beauty and confidence she believes she needs.

Today, Helene is at the local playground, a place that used to be her escape for simple fun and games. But now, it’s become something more—a stage where she can share her newfound knowledge with the other kids. She’s convinced that by teaching them the techniques she’s learned, she’s helping them become the best versions of themselves, just as she’s trying to do.

Helene sits on one of the swings, her small frame dwarfed by the playground equipment around her. A few other kids have gathered around, drawn by her confident demeanor and the odd, almost scientific way she talks about things most of them have never heard of before.

Helene: "Okay, everyone, listen up. I’m going to show you how to mew properly. You have to keep your tongue on the roof of your mouth all the time—like this."

She demonstrates, pressing her tongue against the roof of her mouth with an exaggerated motion, making sure everyone can see. The other kids watch with a mix of curiosity and confusion, some trying to mimic her, while others just stare, unsure of what to make of this new "game."

Helene: "And if you want to really change your face, you have to do bonesmashing. It’s where you tap on your face to make the bones grow stronger. But you have to be careful not to hurt yourself."

She pulls out a small, rounded stone she found in her backyard, showing it to the group like a prized possession.

Helene: "This is what I use. You just tap it against your cheekbones and jawline, but don’t do it too hard. You don’t want to break anything—just make your bones stronger."

One of the kids, a boy named Tommy, who’s a couple of years younger than Helene, frowns and raises his hand, as if he’s in a classroom.

Tommy: "Why do we have to do all this? Can’t we just play tag or something?"

Helene gives him a serious look, as if he’s missed the point entirely.

Helene: "Because if you do this stuff now, you’ll grow up to be really good-looking. Like Jordan Barrett!"

The mention of Jordan Barrett lights up her face with excitement. Jordan Barrett is her latest obsession—a model she discovered while scrolling through the internet. To Helene, he’s the epitome of what she wants to achieve through looksmaxxing: striking features, a perfectly sculpted face, and an effortless coolness that she can’t help but admire.

Helene: "Jordan Barrett is a model, and he’s super handsome. If you look like him, everyone will like you. That’s why you have to start early. The earlier you start, the better you’ll look when you grow up."

Some of the kids nod, taking her words to heart, while others just shrug, still more interested in the swings and slides than in Helene’s strange new obsession. But Helene doesn’t mind. She’s determined to keep teaching them, convinced that she’s onto something important, something that could change their lives.

As she continues to talk about mewing and bonesmashing, Helene’s mind drifts back to Jordan Barrett. She’s spent hours looking at pictures of him, watching interviews, and reading about his life. To her, he represents the ultimate goal—someone who has achieved physical perfection and, as a result, commands attention and admiration wherever he goes.

Helene has even started a small notebook where she keeps notes on everything she learns about looksmaxxing, including tips she thinks might help her look more like her idol. She’s too young to fully understand the complexities and pressures of beauty standards, but in her mind, she’s convinced that following these routines will lead to the kind of life she dreams about—one where she’s admired, loved, and confident.

Back at the playground, one of the girls, Lily, timidly asks a question.

Lily: "Helene, do you really think doing all this will make us look like that Jordan guy?"

Helene nods emphatically, her eyes shining with certainty.

Helene: "Yes! But you have to start now and be consistent. It’s like working out—if you want to get strong, you have to exercise every day. This is the same, but for your face."

The other kids exchange looks, some intrigued, others skeptical. But Helene doesn’t notice the hesitation. She’s too focused on her mission, too wrapped up in the belief that she’s discovered something that could make her life, and theirs, better.

As the afternoon wears on, Helene continues to teach her "lessons," showing the kids how to mew, how to gently tap their faces with stones, and explaining why it’s all so important. She’s so absorbed in her newfound passion that she doesn’t realize how unusual her behavior might seem to others—especially adults.

But for now, Helene is content, driven by the belief that she’s on the path to achieving the kind of beauty and confidence she sees in Jordan Barrett. And she’s determined to bring her friends along for the ride, whether they understand it or not.

The Next Day at School: Helene’s New Mission​

The next day at school, Helene arrives with a renewed sense of purpose. The playground lessons she gave the day before have only fueled her enthusiasm, and she’s eager to continue spreading her knowledge. Her obsession with looksmaxxing, particularly mewing and bonesmashing, has taken hold of her young mind, and she’s convinced that she’s onto something important—something that could change not just her life, but the lives of her classmates as well.

In the Classroom: An Unusual Focus​

In class, Helene tries to focus on the lesson being taught, but her mind keeps drifting back to her mission. She glances around the classroom at her peers, mentally noting the ones she thinks could benefit from her advice. She’s particularly focused on their facial features, imagining how much more "perfect" they could be with a little bit of mewing and bonesmashing.

Her teacher, Mrs. Keller, is discussing a history lesson, but Helene is only half-listening. She’s too busy making plans for recess, when she’ll have the chance to continue her teachings. She can’t wait to gather her friends and show them more of what she’s learned. In her mind, she’s helping them, giving them a gift that will make them better versions of themselves.

The bell finally rings for recess, and Helene is one of the first out of the classroom, practically buzzing with excitement.

On the Playground: Helene’s Workshop​

Out on the playground, Helene quickly gathers a small group of kids, most of whom had listened to her the day before. They’re curious, intrigued by her confidence and the strange new "techniques" she’s been teaching.

Today’s group includes Aletta, a tall girl with a serious expression; Bud, a boy with a messy mop of hair and an easygoing attitude; Carlotta, a quiet girl who always seems to be thinking; Daniel, a boy with freckles and a bright smile; Emilia, a girl with curly hair and a quick wit; Fabio, a boy who’s always full of energy; Gilma, a shy girl who often sticks to the sidelines; Hector, a boy who’s always up for something new; Ileana, a girl with big, curious eyes; John, a quiet boy with glasses; Kristy, a bubbly girl with a big personality; and Lane, a boy who’s always asking questions.

They gather around Helene, who stands on a small hill in the playground, ready to teach.

Helene: "Okay, everyone! Today, I’m going to show you more about mewing and bonesmashing. Remember, these are the secrets to looking really good when you grow up. You just have to start now."

The kids watch her closely, some still skeptical, but most of them are willing to give it a try, especially since Helene seems so confident about it. Helene starts with a quick recap of mewing, demonstrating how to press the tongue against the roof of the mouth.

Helene: "Mewing is the first step. You have to keep your tongue on the roof of your mouth all the time, except when you’re eating or talking. It helps your face grow in the right way. See, like this!"

She exaggerates the motion again, and a few of the kids try to mimic her, pressing their tongues against the roofs of their mouths, some with more success than others. Helene walks around, gently correcting them, making sure they’re doing it "right."

Helene: "Good, good! You’re getting it. Now, for bonesmashing, you have to be careful. Remember, we’re just tapping, not hitting hard. We’re trying to make our bones stronger, not hurt ourselves."

She pulls out the same small stone from yesterday, showing it to the group like a prized artifact.

Helene: "This is what I use. But you can use anything that’s smooth and rounded. Watch how I do it."

She lightly taps the stone against her cheekbones and jawline, moving slowly and deliberately. The kids watch, some with fascination, others with uncertainty.

Bud and Daniel are the first to try, each picking up small stones they found near the playground. They mimic Helene’s motions, tapping their faces lightly, while the others watch to see how it’s done.

Bud: "Like this, right?"

Helene: "Exactly! But remember, don’t press too hard. It’s just about building up the bones over time."

Soon, the other kids join in, some using their fingers if they can’t find stones, gently tapping their cheeks and jaws. Aletta and Kristy seem particularly interested, asking Helene more questions about how often they should do it and if there are other "secrets" to looking good.

Emilia, ever the practical one, raises a question.

Emilia: "But how do you know this works? Have you seen it actually change someone’s face?"

Helene hesitates for a moment, not having a real answer. But then she thinks of Jordan Barrett, her obsession, and how she’s read stories online about people who have changed their looks with these techniques.

Helene: "I’ve read about it, and I know it works. There are people who’ve changed their faces by doing this, and I want to look like Jordan Barrett when I grow up. He’s a model, and everyone says he’s really handsome."

Fabio perks up at the mention of a model, his curiosity piqued.

Fabio: "Jordan Barrett? Who’s that?"

Helene smiles, excited to share her admiration.

Helene: "He’s this really handsome model. You should see his pictures—his face is perfect! That’s why I’m doing all this. I want to look like him, and you guys can look amazing too if you keep doing these things."

The kids nod, some more convinced than others, but they all continue to follow Helene’s lead. To them, this is a new and interesting way to spend recess, and they’re drawn to Helene’s confidence and enthusiasm.

As the playground buzzes with activity, Helene feels a sense of accomplishment. She’s not just playing—she’s teaching, guiding her friends toward what she believes is a path to beauty and confidence. She’s too young to fully understand the complexities and dangers of the content she’s been consuming, but in her mind, she’s helping her friends, and that makes her feel important, even special.

The bell rings, signaling the end of recess, and the kids reluctantly drop their stones and stop their mewing practice. As they head back to class, Helene walks with them, feeling a sense of pride. She’s spreading the word, making a difference, and that’s all that matters to her.

As they return to their classroom, Helene is already thinking about what else she can teach them tomorrow, what new techniques or tips she can share. She’s determined to keep helping her friends, to keep pushing them—and herself—toward the ideal of beauty she’s fixated on.

But as the day continues, Helene remains unaware of the deeper implications of her actions, of how her young mind is being shaped by the obsessive content she’s encountered online. For now, she’s just a girl on a mission, eager to share what she’s learned and to make her mark on the world around her.

In Class: The Dinner Question​

It's the following day, and Helene is back in her classroom. The teacher, Mrs. Keller, has decided to start the day with a fun, light-hearted question to get the students thinking and engaged. She asks the class to imagine if they could have dinner with anyone in the world—past or present, real or fictional—who would it be and why?

The students are excited about the question, and hands shoot up all around the room. As Mrs. Keller starts calling on students, the answers range from historical figures to beloved fictional characters, to pop stars and athletes.

Daniel is the first to answer.

Daniel: "I’d like to have dinner with Albert Einstein. I want to know what it’s like to be that smart!"

The class nods in agreement, with a few murmurs of "cool" and "good choice" rippling through the room. Mrs. Keller smiles, clearly pleased with the thoughtful answer.

Next, Kristy raises her hand eagerly.

Kristy: "I’d love to have dinner with Taylor Swift. I think she’s amazing, and I want to ask her all about her music and how she writes her songs!"

A few of the girls in the class giggle and nod enthusiastically, agreeing with Kristy’s choice. Mrs. Keller chuckles, nodding in approval.

Mrs. Keller: "That’s a great choice, Kristy. I bet she’d have a lot of interesting things to say."

The answers continue, with students choosing a variety of figures from history, sports, music, and movies. Emilia picks Amelia Earhart, wanting to learn more about her adventures; Fabio chooses Spider-Man, because he thinks it would be cool to talk to a superhero; and Bud chooses LeBron James, hoping to get some tips on basketball.

Finally, it’s Helene’s turn. She’s been sitting quietly, waiting for her moment to answer. When Mrs. Keller calls on her, Helene sits up straight, her expression serious and intense.

Mrs. Keller: "And what about you, Helene? Who would you like to have dinner with?"

Helene takes a deep breath, her answer ready and delivered with absolute conviction.

Helene: "I want to have dinner with David Gandy, Jordan Barrett, and all the top male models who have perfect bone structures."

The classroom falls into stunned silence. The other kids exchange bewildered glances, and even Mrs. Keller is momentarily speechless, clearly not expecting such an answer. Helene’s face is earnest, completely unaware of how unusual her response is.

After a beat, the class begins to react. A few kids snicker, unsure if Helene is serious or if she’s somehow making a joke they don’t understand. Tommy from the back row blurts out,

Tommy: "Who the heck is Jordan Barrett?"

Kristy whispers to Lane, "What’s a bone structure?" while Daniel leans over to Bud, asking, "Isn’t David Gandy that model guy from those ads?"

Mrs. Keller finally regains her composure, though it’s clear she’s both amused and a bit concerned by Helene’s answer.

Mrs. Keller: "Well, that’s… certainly an interesting choice, Helene. Why do you want to have dinner with those particular people?"

Helene, undeterred by the confusion and giggles around her, explains with the same intensity she’s shown in her playground lessons.

Helene: "Because they have the best bone structures in the world, and I want to know how they did it. I want to learn everything about how they look the way they do. Maybe they can give me tips on mewing and bonesmashing, too."

The class erupts into laughter now, with some kids genuinely amused, while others are simply baffled by Helene’s answer. Mrs. Keller tries to maintain order, but she’s clearly at a loss for how to address such a response.

Mrs. Keller: "Okay, class, settle down, settle down. Helene, thank you for sharing your thoughts with us. Everyone has their own interests, and it’s okay to be passionate about what you care about. But let’s remember that dinner isn’t just about looks—it’s about good conversation and learning from each other, too."

Helene nods, but it’s clear that her fixation on bone structure and looksmaxxing is stronger than ever. She’s not embarrassed or discouraged by the reaction from her classmates—instead, she feels even more convinced that she’s on the right path, and that one day, she’ll understand the secrets behind the perfect faces she admires so much.

As the class moves on to the next activity, Mrs. Keller makes a mental note to keep an eye on Helene. She’s a bright girl, but her fixation on appearance and her strange new interests are a bit worrying. She decides she’ll mention it to the school counselor, just to make sure Helene is doing okay.

Meanwhile, Helene continues to think about her idols, convinced that one day, she’ll find a way to achieve the perfect look she dreams of—just like David Gandy and Jordan Barrett.

The Drawing Exercise: Helene’s Interpretation​

After the morning discussion, Mrs. Keller decides to move on to a creative exercise to help the students unwind a bit and channel their energy into something artistic. She announces to the class that they’ll be doing a drawing exercise, and the subject will be a classic one: Jesus.

Mrs. Keller: "Alright, class, for our next activity, I want you to draw a picture of Jesus. You can use any style you like, and feel free to add your own personal touch. Remember, this is your interpretation, so there’s no right or wrong way to do it."

The students eagerly get to work, pulling out their colored pencils, crayons, and markers. They begin to sketch their versions of Jesus, with each student bringing their own imagination and creativity to the task. Some focus on the traditional images they’ve seen in churches or in their homes, while others let their imaginations run wild, adding bright colors, flowing robes, and peaceful expressions.

Daniel draws a serene figure with a halo of light, his hands raised in a gesture of blessing. Kristy adds a background of fluffy clouds and sunshine, giving her Jesus a gentle smile and soft eyes. Bud focuses on the details of the robe, making sure every fold is just right, while Emilia uses vibrant colors to create a vivid, almost dreamlike scene.

But when it comes to Helene, her drawing takes on a life of its own—one that is utterly consumed by her current obsession with looksmaxxing and bone structure.

Helene starts by sketching the face, but instead of drawing a traditional image of Jesus, she focuses on giving him what she considers the "perfect" bone structure. His jawline is exaggeratedly sharp, with high, prominent cheekbones that seem more fitting for a fashion model than a religious figure. She pays particular attention to the symmetry of the face, making sure everything aligns perfectly according to the ideals she’s internalized.

Next, Helene moves on to the body. Instead of the gentle, flowing robes that her classmates have drawn, she gives Jesus an athletic, almost muscular physique. His torso is well-defined, with visible abs and broad shoulders that look like they belong on a Greek statue. She even adds in small details like veins on the arms and a prominent Adam’s apple, things she’s come to associate with the ideal male form.

Finally, Helene adds a halo, but it’s more of an afterthought, almost like a glowing crown meant to complement the "perfect" figure she’s created. The overall effect is jarring, a stark contrast to the softer, more traditional images being drawn by the other students.

When the time comes for the students to share their drawings, the differences between Helene’s work and that of her classmates are immediately apparent. The other students’ drawings depict a gentle, compassionate Jesus, full of warmth and love. But Helene’s Jesus looks more like a hyper-masculine model, with chiseled features and a bodybuilder’s physique.

Mrs. Keller walks around the classroom, glancing at each drawing with encouraging words for the students. But when she reaches Helene’s desk, she stops, her eyes widening slightly as she takes in the image.

Mrs. Keller: "Oh… that’s… very interesting, Helene."

The other kids notice Mrs. Keller’s reaction and start to gather around Helene’s desk, curious to see what she’s drawn. As they catch sight of the image, a mix of reactions ripples through the group—some giggle nervously, while others just stare, unsure of what to make of it.

Tommy, always the one to speak up, blurts out,

Tommy: "Why does Jesus look like a bodybuilder?"

Kristy adds, "Yeah, and why does his face look so… sharp?"

Helene, oblivious to the confusion and the subtle mockery, explains with confidence.

Helene: "I wanted to draw Jesus with perfect bone structure and a strong body. That’s how I think he would look—like someone who’s really powerful and perfect."

The class falls silent again, unsure of how to respond to Helene’s explanation. Mrs. Keller smiles gently, trying to find the right words to both encourage Helene’s creativity and gently steer her back to more age-appropriate interests.

Mrs. Keller: "It’s clear you put a lot of thought into this, Helene. It’s always good to explore different ideas in your art. But remember, it’s also important to think about the messages we’re sharing in our drawings. Sometimes, simplicity and kindness in our depictions can speak just as powerfully as strong features."

Helene nods, but it’s clear that she’s still fixated on her ideas of perfection and ideal beauty. She doesn’t see anything wrong with her drawing—in fact, she’s proud of it. To her, she’s depicted Jesus as the ultimate figure of perfection, both spiritually and physically.

As the class moves on to the next activity, Mrs. Keller can’t help but feel a bit concerned about Helene. Her fixation on appearance and bone structure is growing more apparent with each passing day, and Mrs. Keller decides it might be time to speak with Helene’s parents about what she’s been noticing.

Meanwhile, Helene remains in her own world, satisfied with her drawing and the work she’s done to capture what she sees as the ultimate ideal. She’s convinced that her interpretation is just as valid as anyone else’s, if not more so. As she puts her drawing away, she feels a sense of accomplishment, unaware of the deeper concerns her fixation is raising among those around her.

Playtime: The Perfect Man Drawing​

It’s a rainy day, and instead of running around the playground, the children are gathered in the covered area where they can stay dry. The girls decide to pass the time by drawing pictures, and someone suggests they all draw their "perfect man." It’s a playful, innocent idea, meant to pass the time and let their imaginations run wild.

Kristy is the first to start, grabbing a piece of paper and some colored pencils. She begins sketching a man with kind eyes and a warm smile, the type of figure she imagines would be caring and sweet. Emilia and Aletta join in, drawing their versions of a prince charming, complete with soft features, kind expressions, and gentle eyes. Lily adds a little twist to her drawing, giving her perfect man a heroic stance like a knight, with broad shoulders and a protective demeanor.

As the girls chat and giggle, Helene quietly sets to work on her drawing. But unlike the other girls, Helene’s concept of the "perfect man" has been heavily influenced by her recent obsessions. She starts by drawing the face, focusing intently on every detail. In her mind, this man must embody all the traits she admires in her idols—Hernán Drago’s rugged masculinity, Sean O’Pry’s striking features, and Jordan Barrett’s youthful, model-like perfection.

Helene’s pencil moves rapidly across the paper as she sketches out a man with impossibly sharp cheekbones, a chiseled jawline, and deep-set, piercing eyes. She exaggerates the symmetry of his face, making sure everything is perfectly aligned. His eyebrows are thick and defined, his nose straight and strong, and his lips are full, with a slight smirk that hints at confidence and power.

Next, she moves on to the body, giving him broad shoulders and a muscular chest. She doesn’t just stop at a strong build; she adds intricate details like visible veins on his forearms and defined abs that peek through a tight-fitting shirt. Helene is meticulous, ensuring that every muscle is perfectly sculpted, just like in the images she’s seen of her favorite male models.

As Helene works, the other girls glance over at her drawing, and it doesn’t take long before they start to notice how different her vision of the "perfect man" is compared to theirs. Kristy is the first to say something, her voice a mix of curiosity and disbelief.

Kristy: "Whoa, Helene! Who is that supposed to be?"

Helene doesn’t look up from her drawing, too focused on getting every detail right.

Helene: "He’s my perfect man. He has the best bone structure and the perfect body. He’s like Hernán Drago, Sean O’Pry, and Jordan Barrett all in one."

The other girls exchange glances, not entirely sure who those people are, but sensing that Helene’s idea of perfection is on a whole different level. Emilia leans over to get a better look at the drawing and her eyes widen.

Emilia: "He looks like a superhero or something. But, like… a model superhero."

Lily, who’s been quietly watching, finally speaks up.

Lily: "He’s really… different from what we drew. Why does he look so serious?"

Helene finally looks up, her expression serious and determined.

Helene: "Because he’s perfect. He has to look strong and confident. That’s what makes him the best."

The other girls look at each other, unsure of how to respond. There’s a mix of admiration for Helene’s drawing skills and a bit of discomfort at how intense her depiction is compared to their more playful, softer versions.

Aletta tries to lighten the mood with a laugh.

Aletta: "Well, I think my perfect man would be someone who’s nice and fun. Maybe he doesn’t have to be a supermodel!"

The other girls giggle, nodding in agreement, but Helene doesn’t join in. She looks back down at her drawing, feeling a bit isolated in her views but still convinced that her version of perfection is the right one.

As the girls finish up their drawings, they start showing them to each other. Kristy’s perfect man is a kind-looking guy with messy hair and a big smile. Emilia’s is a charming prince with a soft, inviting expression. Lily’s man is strong and heroic, with a sword and a shield, but still has gentle eyes.

When it’s Helene’s turn to show her drawing, the reaction is immediate. The girls are both amazed and a little taken aback. Her drawing is hyper-realistic, almost too perfect, with a man who looks more like a character from a high-fashion magazine than someone you’d meet in real life.

Kristy looks at the drawing, then at Helene.

Kristy: "He looks like someone from one of those ads in my mom’s magazines. He’s really good-looking, but… he doesn’t look like a real person."

Lily nods, trying to be diplomatic.

Lily: "Yeah, he’s really handsome, Helene. But maybe… maybe he’d be a little nicer if he smiled more?"

Helene shrugs, unfazed by their reactions.

Helene: "I don’t care if he’s nice. He just has to be perfect."

The girls exchange more glances, realizing that Helene’s idea of perfection is very different from theirs. They respect her drawing skills, but they can’t quite connect with her vision. To them, a perfect man is someone who’s kind, fun, and caring—not just someone with perfect bone structure and a chiseled body.

As playtime comes to an end, the girls gather up their drawings, chatting excitedly about other things. Helene stays quiet, holding her drawing close as she thinks about how she could make it even better. She’s proud of her work, but a small part of her wonders why the other girls don’t see things the way she does.

As the day goes on, Helene’s mind remains fixed on her vision of perfection, even as the world around her continues with its more lighthearted and innocent games. She’s on a path that’s different from her peers, driven by her fixation on the ideals she’s absorbed from the world of looksmaxxing, and it’s starting to set her apart in ways she’s only beginning to understand.

The Collage Project: Helene’s Unique Vision​

It's art time in class, and Mrs. Keller has a new project for the students. She gathers the kids around and explains that they’ll be making collages today. The theme, she says, is "What Inspires You." The students are free to choose any topic that they feel passionate about—nature, family, sports, or even their favorite hobbies. Mrs. Keller encourages them to be creative and to use a variety of materials, including magazines, printed images, and colored paper.

Mrs. Keller: "Remember, this is your chance to show what truly inspires you. Don’t be afraid to think outside the box. You can use any materials we have here, or if you need to find something specific, you can use the computer to search for images."

The kids are excited and immediately start brainstorming ideas. Kristy decides she wants to make a collage about animals, featuring pictures of her favorite pets and wildlife. Daniel is going to focus on his love for soccer, cutting out images of famous players and soccer balls. Emilia and Aletta are both drawn to nature themes, planning to use pictures of flowers, trees, and sunsets to create their collages.

But Helene, as always, has something very different in mind.

As soon as Mrs. Keller gives the go-ahead, Helene’s mind races with ideas. She already knows exactly what inspires her: perfect faces, ideal bone structures, and flawless male models. She’s been obsessed with these ideals for weeks, and now she has the perfect opportunity to showcase her vision.

Helene's Collage: A Fashion Ad on Steroids​

Helene heads straight to the stack of old magazines, flipping through them with purpose. She’s not interested in the typical images that most of the other kids are cutting out. Instead, she searches for pictures of male models—men who embody the perfection she’s been so fixated on.

As she works, Helene finds images of men with sharp cheekbones, chiseled jaws, and athletic physiques. She tears out every picture that fits her criteria, her pile of images quickly growing. But she’s not satisfied with just these clippings. She needs something more to complete her collage.

Helene: "Mrs. Keller, can I use the computer to find some pictures?"

Mrs. Keller, who’s been helping another student with their collage, looks over and nods.

Mrs. Keller: "Of course, Helene. Just make sure you print out what you need quickly so others can have a turn too."

Helene hurries to the classroom computer, her fingers moving rapidly on the keyboard as she searches for exactly what she wants. She types in names she’s memorized—Tyson Beckford, David Gandy, Sean O’Pry—and finds high-resolution images of them in various poses. She’s particularly drawn to an iconic image of Tyson Beckford, shirtless and confident, that will serve as the centerpiece of her collage.

But Helene’s not done yet. As she continues searching, she comes across the British Broadcasting Corporation (BBC) logo, and without fully understanding its typical context, she decides it will add a bold, stylish touch to her collage. She prints it out, along with the model images, and heads back to her desk.

The Final Product: An Unexpected Result​

As the other students are cutting out images of nature, sports, and pets, Helene meticulously arranges her collage. The centerpiece is the massive picture of Tyson Beckford, which she places right in the middle. Around it, she carefully positions the images of other nearly naked male models, each one chosen for their perfect faces and ideal bodies.

Finally, she places the BBC logo prominently in the upper corner, thinking it adds an element of sophistication and a touch of the "global" appeal she associates with these images. Helene’s collage now resembles something akin to a high-fashion advertisement from the 1990s—a striking, bold, and somewhat disconcerting display of male beauty that stands in stark contrast to the other students’ projects.

The Class Reaction: Stunned Silence​

As the students finish their collages, Mrs. Keller asks each of them to present their work and explain what inspired them. The kids are excited to share, and one by one, they hold up their collages. Kristy shows off her animal-themed collage, with pictures of cute puppies, kittens, and wild animals. The class "oohs" and "aahs" at the adorable images. Daniel proudly presents his soccer-themed collage, which features action shots of famous players and a huge soccer ball in the center. Emilia and Aletta present their nature collages, filled with vibrant colors and serene landscapes.

Then it’s Helene’s turn.

She stands up confidently, holding her collage high for everyone to see. The room falls into an almost stunned silence as the students take in the image. Helene’s collage is a stark contrast to the others. It’s dominated by images of nearly naked men, all with impossibly perfect faces and bodies. The centerpiece, Tyson Beckford, is unmistakably striking, with the BBC logo hovering in the corner like a brand stamp.

Mrs. Keller’s mouth opens slightly in shock, but she quickly regains her composure, though it’s clear she wasn’t expecting anything like this.

Mrs. Keller: "Helene… could you tell us a little about your collage? What inspired you to create this?"

Helene beams with pride, oblivious to the growing discomfort in the room.

Helene: "These are the men who inspire me because they have the perfect bone structures and faces. I like how they look, and I want to make sure everyone knows what real perfection is. I put Tyson Beckford in the middle because he’s the best, and the BBC logo because it makes it look more official and cool."

The other kids exchange confused and bewildered glances. Tommy whispers to Daniel, "What’s BBC got to do with anything?" while Kristy frowns, unsure of what to make of Helene’s choice of images.

Mrs. Keller struggles to find the right words. She knows she needs to be supportive, but the collage is so unexpected, so unlike anything she’s seen in a classroom project, that she’s momentarily at a loss.

Mrs. Keller: "That’s… quite an interesting collage, Helene. It’s clear you put a lot of thought into it. Remember, everyone finds inspiration in different places, and it’s good that you’ve expressed what you’re passionate about."

She quickly moves on to the next student, hoping to ease the tension in the room. But the image of Helene’s collage lingers in everyone’s minds, a bizarre and unexpected manifestation of her fixation on physical perfection.

Aftermath: A Concerned Teacher​

As the class moves on to their next activity, Mrs. Keller can’t help but feel a growing concern about Helene. This is the second time in as many days that Helene’s projects have been unusually fixated on appearance and idealized beauty, to the point of overshadowing the innocence and creativity she hopes to nurture in her students.

Mrs. Keller decides that it’s time to have a conversation with Helene’s parents. She needs to understand where this fixation is coming from and whether Helene is being exposed to material that’s influencing her in ways that might not be appropriate for her age.

Meanwhile, Helene is content with her collage. To her, it’s a representation of everything she admires and aspires to. She doesn’t see anything wrong with it—in fact, she’s proud of her work and excited to share it with anyone who will listen.

As the rain continues to fall outside, the atmosphere in the classroom is tense, with Helene’s bold and unconventional collage leaving a lasting impression on everyone who saw it.

Helene Shares Her Collage: Mixed Reactions​

As soon as the class ends, Helene can’t wait to show off her collage to her friends. She’s genuinely proud of what she’s created and is eager to share her vision with others. She carefully carries her collage out of the classroom and into the hallway, where she spots a group of girls she often hangs out with—Leslie, Nadine, Patty, Sara, and Valerie.

Helene approaches them with a big smile on her face, holding the collage up for them to see.

Helene: "Hey, guys! Look what I made! Isn’t it amazing?"

The girls turn to look at the collage, their expressions shifting from curiosity to confusion as they take in the images of nearly naked male models, the BBC logo, and Tyson Beckford prominently displayed in the center. They’re not quite sure what to make of it. While they were expecting something more in line with what they had created—images of animals, flowers, or celebrities they liked—Helene’s collage is unlike anything they’ve seen before.

Leslie is the first to speak, her voice hesitant.

Leslie: "Uh, wow, Helene… that’s… different. Why did you put so many pictures of… these guys?"

Nadine adds, her brow furrowed in confusion.

Nadine: "Yeah, what’s with the BBC thing? And who’s that guy in the middle?"

Helene, still beaming with pride, eagerly explains.

Helene: "That’s Tyson Beckford! He’s the perfect man—just look at his bone structure! And all these guys have the best faces. I wanted to show what real perfection looks like. The BBC logo just makes it look more official, like something you’d see in a magazine."

The girls exchange glances, clearly unsure of how to respond. Patty looks at the collage again, trying to understand Helene’s perspective, but it’s clear that they’re all a bit baffled by her obsession.

Sara tries to be polite, though it’s clear she doesn’t quite get it.

Sara: "Well, it’s… really well put together, Helene. You did a good job… I guess?"

Valerie just nods, not knowing what else to say.

Valerie: "Yeah… it’s definitely unique."

Sensing that her friends don’t quite share her enthusiasm, Helene feels a twinge of frustration. She had hoped they would appreciate her work, maybe even admire her vision, but their reactions leave her feeling a little isolated. Still, she shrugs it off, convinced that they just don’t understand what real perfection looks like.

Helene’s Big Reveal to Her Parents: Laughter Ensues​

Later that afternoon, Helene can’t wait to show her collage to her parents, Francine and Gordon. She’s certain that they’ll be impressed by what she’s created, especially since she put so much thought and effort into it. When they arrive home, she eagerly pulls out her collage and presents it to them with a proud smile.

Helene: "Mom, Dad, look at what I made in school today! Isn’t it great?"

Francine and Gordon take a moment to examine the collage, and almost immediately, they start to chuckle. The sight of the nearly naked male models, Tyson Beckford, and the BBC logo all in one place is just too much for them. They try to keep a straight face, but it’s impossible.

Francine bursts into laughter, unable to contain herself.

Francine: "Oh my God, Helene… this is something else! Where did you even come up with this?"

Gordon is laughing too, wiping tears from his eyes.

Gordon: "You’ve really got an eye for… well, I’m not sure what, but this is definitely something, kiddo!"

Helene, confused by their laughter, feels a bit defensive.

Helene: "What? Don’t you like it? I thought you’d think it was cool!"

Francine, still giggling, tries to reassure her daughter.

Francine: "Oh, sweetie, it’s not that we don’t like it—it’s just… unexpected, that’s all. You’ve got quite the imagination!"

Gordon nods in agreement, still grinning.

Gordon: "Yeah, you really went all out with this. It’s just… we didn’t expect you to be so into this kind of thing."

Helene pouts slightly, not fully understanding why her parents are laughing, but she eventually shrugs it off. She knows they don’t mean to hurt her feelings, and she’s still proud of her work, even if they find it more amusing than impressive.

Mrs. Keller’s Concern: A Call to Helene’s Parents​

While Helene is at home showing off her collage, Mrs. Keller is still at the school, finishing up some paperwork. The unusual nature of Helene’s recent projects has been weighing on her mind, and she decides it’s time to talk to Helene’s parents. She’s concerned about the intensity of Helene’s focus on appearance and physical perfection, and she feels it’s important to address it sooner rather than later.

Mrs. Keller picks up the phone and dials the number for Helene’s home. After a few rings, Francine answers, still in a good mood from the earlier laughter.

Francine: "Hello?"

Mrs. Keller: "Hi, Mrs. Smith? This is Mrs. Keller, Helene’s teacher. Do you have a few minutes to talk?"

Francine’s tone becomes more serious, sensing that this might be an important conversation.

Francine: "Oh, sure, Mrs. Keller. Is everything okay?"

Mrs. Keller: "Yes, everything is fine, but I did want to talk to you about something I’ve noticed with Helene lately. It’s not a major issue, but I’ve observed that she’s been very focused on… well, on physical appearance and ideals of beauty, particularly in the last few assignments we’ve done in class."

Francine listens carefully, her earlier amusement fading as she realizes that this might be more serious than she thought.

Mrs. Keller: "Her recent art projects, especially today’s collage, have been heavily focused on images of male models and ideals of physical perfection. I understand that children go through phases and have different interests, but I just wanted to touch base with you to see if there’s anything you’ve noticed at home, or if there’s anything that might be influencing her focus on this particular topic."

Francine glances over at Helene’s collage, which is still sitting on the dining room table, and feels a pang of concern. She hadn’t really thought much of it—after all, kids are kids, and they go through all sorts of phases—but hearing Mrs. Keller’s observations makes her realize that this might be something worth paying attention to.

Francine: "Thank you for bringing this to my attention, Mrs. Keller. Helene has been talking a lot about looks lately, and I guess we didn’t think much of it. But we’ll definitely keep an eye on it and maybe have a talk with her to see where all of this is coming from."

Mrs. Keller: "I appreciate that, Mrs. Smith. Helene is a bright and creative girl, and I just want to make sure she’s getting the right kind of support and encouragement. If there’s anything I can do on my end, please don’t hesitate to let me know."

Francine thanks Mrs. Keller again and hangs up the phone, feeling a bit more serious now. She knows it’s time to sit down with Helene and have a conversation about why she’s so fixated on these ideas and what might be influencing her thoughts. She plans to talk with Gordon about it, too, so they can approach this as a team.

As Francine walks back into the living room, where Helene is now watching TV, she thinks about how best to approach the conversation. Helene is still young, and it’s important to guide her gently, helping her understand that there’s more to life than physical appearance and that true beauty comes from within.

But for now, Helene remains blissfully unaware of the concerns her teacher and parents have. She’s still proud of her collage, confident in her vision of perfection, and happy to share it with anyone who’s willing to look.

Parents Shrug Off Concerns: A Temporary Reprieve​

After the phone call with Mrs. Keller, Francine and Gordon sit down to discuss their daughter’s recent behavior. They consider having a serious talk with Helene about her fixation on physical appearance, but ultimately, they decide to shrug it off for the time being. They rationalize that Helene is still young and going through a phase—one that she’ll likely grow out of with time. After all, they reason, every child goes through strange obsessions, and this is probably just Helene’s way of exploring her interests.

Francine: "She’s just a kid, Gordon. I went through my own weird phases too. Remember when I was obsessed with ponies and wanted to be a jockey?"

Gordon chuckles, nodding. "Yeah, and I wanted to be a superhero. Kids go through phases. Let’s keep an eye on it, but there’s no need to make a big deal out of it right now."

With that, they decide to let it go for the time being, focusing instead on the evening ahead.

The Next Day at School: The Hurricane Video​

The following day, the class is buzzing with energy. Mrs. Keller has planned an educational video about hurricanes, a timely subject given the recent discussions in the news about extreme weather in Florida. The video is meant to teach the kids about the science behind hurricanes, how they form, and their impact on communities, particularly in regions like Florida that are frequently affected.

As the video begins, the students settle down, their eyes glued to the screen. The documentary-style video shows footage of past hurricanes, including Hurricane Andrew, which devastated parts of Florida in 1992. The children watch in fascination as the narrator explains the destructive power of these storms, the efforts made to evacuate people, and the subsequent rebuilding of communities.

An Unexpected Distraction: The Mogger Moment​

About halfway through the video, the scene shifts to a news clip from the aftermath of Hurricane Andrew. The footage shows emergency responders and volunteers helping residents recover from the destruction. In the background of one clip, a man appears—he’s tall, with a perfectly sculpted face, sharp cheekbones, and a jawline that could cut glass. His presence, though brief, is impossible to ignore.

For most of the class, the man is just a fleeting image, a background detail in a larger story. But for Helene, it’s as if the world stops for a moment. Her eyes widen, her heart races, and before she can even think, she jumps up from her seat.

Helene: "MOGGER!" she yells, pointing at the screen with a level of excitement that’s completely out of proportion with what’s happening in the video.

The entire class turns to look at her, stunned by her outburst. Mrs. Keller, who had been sitting quietly at her desk, also looks up, confused by Helene’s sudden excitement.

Tommy and Kristy, sitting closest to Helene, exchange bewildered looks.

Tommy: "What’s a mogger?" he whispers, clearly puzzled.

Kristy shrugs, equally confused.

Mrs. Keller, trying to regain control of the classroom, gently asks,

Mrs. Keller: "Helene, what’s going on? Why did you shout out?"

Helene, still standing and pointing at the screen, can hardly contain her enthusiasm.

Helene: "Didn’t you see him? That guy! He’s a total mogger! His face is perfect—he’s got the best bone structure I’ve ever seen!"

The room falls silent as the kids try to process what Helene just said. Most of them have no idea what she’s talking about, and those who do are still confused about why she’s so worked up over someone in the background of a hurricane video.

Mrs. Keller walks over to the TV, rewinding the footage slightly to see what Helene was reacting to. She sees the man in the background and realizes that this is just another instance of Helene’s growing obsession with physical appearance.

Mrs. Keller: "Helene, I’m glad you’re engaged, but remember, we’re watching this video to learn about hurricanes, not to focus on the people in the background. Please take your seat and let’s continue watching, okay?"

Helene reluctantly sits back down, still buzzing with excitement.

Helene: "But he was amazing… He’s what a real man should look like."

The other kids giggle softly, still unsure of what to make of Helene’s comment, but they quickly turn their attention back to the video as Mrs. Keller presses play again. The video continues, showing more footage of the aftermath and the community’s efforts to rebuild, but Helene’s mind remains fixated on the man she just saw.

As the video ends and the class discusses what they learned about hurricanes, Helene remains somewhat distracted, her thoughts still on the "mogger" she saw. To her, this was another confirmation of her beliefs about physical perfection, and it only strengthens her resolve to keep searching for—and perhaps one day achieving—that level of ideal beauty.

Mrs. Keller's Growing Concern​

Meanwhile, Mrs. Keller can’t shake the feeling that Helene’s fixation is becoming more pronounced. She makes a mental note to follow up with Francine and Gordon again if Helene continues to display such intense reactions. Although her parents had brushed it off before, Mrs. Keller is increasingly concerned that Helene’s obsession with appearance might be something that needs more attention.

For now, though, the day continues as usual. But in the back of her mind, Mrs. Keller knows that Helene’s growing obsession is something she’ll need to keep an eye on. The outburst over the "mogger" in the video is just the latest sign that Helene’s preoccupation with physical appearance is more than just a phase—and it’s starting to impact her behavior in ways that are impossible to ignore.

Helene’s Evaluation Report​

Patient Name: Helene Smith
Date of Birth: March 15, 2016
Age: 8 years
Date of Evaluation: April 20, 2024
Evaluator: Dr. Emily Roberts, PhD, Clinical Psychologist
Referral Source: Mrs. Laura Keller, 1st Grade Teacher, Lincoln Elementary School

Background Information:​

Helene Smith is an 8-year-old girl who was referred for evaluation due to concerns regarding advanced language skills, intense focus on specific interests, and atypical social behaviors. Helene’s parents, Francine and Gordon Smith, reported that Helene has exhibited strong verbal abilities from a young age, often speaking and reading at a level far beyond her peers. Additionally, they have noted her preoccupation with physical appearance, particularly with concepts such as bone structure and physical perfection. Mrs. Keller, Helene’s teacher, expressed concerns about Helene’s fixation on these topics and her social interactions with peers, which led to this referral.

Evaluation Procedures:​

  1. Clinical Interview with Parents: Conducted with Francine and Gordon Smith to gather developmental history and behavioral observations.
  2. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2): A standardized assessment used to evaluate communication, social interaction, and play.
  3. Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V): Administered to assess Helene’s cognitive abilities, including verbal comprehension, perceptual reasoning, working memory, and processing speed.
  4. Vineland Adaptive Behavior Scales, Third Edition (Vineland-3): A parent-report measure used to assess Helene’s adaptive functioning across communication, daily living skills, socialization, and motor skills.
  5. Child Behavior Checklist (CBCL): A parent-report questionnaire used to evaluate a range of emotional and behavioral problems.
  6. Observation in School Setting: Direct observation of Helene in her classroom and during unstructured activities (e.g., recess).

Summary of Findings:​

Cognitive and Intellectual Functioning:

  • WISC-V Results:
    • Verbal Comprehension Index (VCI): 142 (Very Superior)
    • Perceptual Reasoning Index (PRI): 128 (Superior)
    • Working Memory Index (WMI): 118 (High Average)
    • Processing Speed Index (PSI): 102 (Average)
    • Full-Scale IQ (FSIQ): 136 (Very Superior)
Helene’s cognitive abilities are well above average, particularly in the areas of verbal comprehension and perceptual reasoning. Her verbal comprehension index is in the Very Superior range, reflecting advanced language skills and a high capacity for abstract thinking and verbal reasoning. Perceptual reasoning, which assesses nonverbal and visual-spatial problem-solving, is also in the Superior range. Working memory and processing speed are slightly lower but still within the average to high average range.

Social Communication and Behavior:

  • ADOS-2 Results:
    • Social Affect: Elevated score indicating difficulties in social reciprocity, including initiating and maintaining conversations.
    • Restricted and Repetitive Behaviors: Elevated score reflecting a strong focus on specific interests (e.g., physical appearance, bone structure).
    • Overall Classification: Autism Spectrum Disorder (ASD) – High Functioning.
Helene demonstrated a marked preference for discussing topics related to her specific interests, often steering conversations back to these subjects even when others were discussing different topics. Her ability to read social cues was inconsistent, with some difficulty understanding when others were not interested in the same subjects. While she can engage in conversations, they are often one-sided, with Helene focusing on delivering information rather than engaging in reciprocal social interaction.

Adaptive Functioning:

  • Vineland-3 Results:
    • Communication: High (Consistent with verbal abilities)
    • Daily Living Skills: Average
    • Socialization: Below Average
    • Motor Skills: Average
Helene’s adaptive functioning is consistent with her cognitive profile. She excels in communication, reflecting her advanced language abilities. However, her socialization scores are below average, which aligns with the observed difficulties in social interactions. Daily living skills and motor skills are within the average range.

Behavioral Observations:

Helene was observed to engage in repetitive behaviors, such as talking about specific topics (e.g., physical appearance, bone structure) and arranging objects in a particular order. These behaviors appear to be soothing for her and are often related to her interests. During free play and group activities, she tended to isolate herself, preferring to engage in solitary activities or engage with others only when the conversation revolved around her specific interests.

Diagnosis:​

Based on the results of the comprehensive assessment, Helene meets the criteria for Autism Spectrum Disorder (ASD), specifically within the high-functioning range. This diagnosis is supported by her advanced verbal abilities, intense focus on specific interests, repetitive behaviors, and social communication difficulties.

Diagnosis: Autism Spectrum Disorder (ASD) – Level 1 (Requiring Support) with High Functioning

Recommendations:​

  1. Social Skills Training: Helene would benefit from social skills training to improve her ability to engage in reciprocal conversations, read social cues, and expand her range of interests in social settings.
  2. Cognitive-Behavioral Therapy (CBT): CBT can help Helene manage any anxiety related to social interactions and help her develop coping strategies for situations where her routines or interests cannot be accommodated.
  3. Speech and Language Therapy: While Helene’s language skills are advanced, speech therapy focused on pragmatic language skills may help her better navigate social interactions.
  4. Educational Support: Continue with her current placement but consider an Individualized Education Program (IEP) to ensure that her educational needs are met, particularly in social-emotional learning.
  5. Parental Guidance: Provide Francine and Gordon with resources and support groups for parents of children with high-functioning autism to help them understand and support Helene’s unique needs.
  6. Regular Monitoring: It is recommended that Helene be re-evaluated annually to monitor her progress in social skills and adaptive functioning.

Prognosis:​

With appropriate support and intervention, Helene is expected to continue to thrive academically and make progress in social and adaptive functioning. Early intervention and continued support will be crucial in helping her navigate social situations and expand her range of interests and coping strategies.

Evaluator:
Emily Roberts, PhD
Clinical Psychologist

Reviewed and Approved by:
John T. Morrison, MD
Developmental Pediatrician

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Little girl starts bonesmashing, caught by her mum

Helene’s Disturbing New Habit: Bonesmashing Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content...
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Helene’s Disturbing New Habit: Bonesmashing

Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content has taken a dark turn, introducing her to a new and disturbing concept: bonesmashing.

Bonesmashing is a controversial and potentially dangerous practice where people attempt to reshape their facial bones by repeatedly hitting them with their hands or other objects. The idea, as presented in these videos, is that by “smashing” certain areas of the face, you can create more defined features, improve your facial symmetry, and ultimately, become more attractive.

Helene, too young to fully understand the risks, watches these videos with a mix of fascination and fear. The influencers in the videos make it seem easy, almost like a fun, quirky beauty hack. They show before-and-after photos, claiming that their new, sharper features are the result of bonesmashing. The more Helene watches, the more she starts to believe that this could be a way for her to improve her own appearance.

With a sense of nervous excitement, Helene decides to try it herself. She hesitates for a moment, looking at her reflection in the mirror. Her young face is still soft, her features not yet fully formed, but she’s already begun to internalize the toxic messages she’s been consuming. She wants to look better, to be prettier, and if this is what it takes, she’s willing to try.

She raises her hand and, with a tentative tap, hits her cheekbone. It doesn’t hurt much, just a dull thud that barely registers. Encouraged by the lack of pain, Helene taps again, this time with a little more force. She doesn’t notice the slight redness that starts to appear, the way her skin reacts to the repeated impact.

For a few minutes, she continues this pattern, alternating between her cheeks and jawline, hitting them with her hands in a misguided attempt to “smash” her bones into a more desirable shape. She’s so focused on what she’s doing that she doesn’t hear her mother, Francine, approaching her room.

When Francine opens the door and sees what Helene is doing, she’s stunned.

Francine: “Helene! What on earth are you doing?”

Startled, Helene stops mid-smash, her face turning bright red as she realizes she’s been caught. She quickly lowers her hands, looking guilty and a little scared.

Helene: *“Nothing, Mom. I was just…”

Francine’s eyes widen as she notices the slight redness on Helene’s cheeks, the way her daughter seems to be trying to hide something.

Francine: “Were you… were you hitting your face?”

Helene doesn’t know how to respond. She’s never seen her mother look so concerned, and she feels a lump form in her throat. She nods slightly, unable to meet Francine’s gaze.

Francine is horrified. She kneels down to Helene’s level, gently taking her daughter’s hands in hers.

Francine: “Helene, sweetheart, why would you do something like that? Who told you this was okay?”

Tears start to well up in Helene’s eyes as the reality of what she’s been doing sinks in. She feels ashamed, embarrassed, and confused.

Helene: “I… I saw it on TikTok. They said it would make me prettier.”

Francine feels a wave of anger and sadness wash over her. How could something like this be happening to her little girl? She pulls Helene into a hug, holding her tightly as she tries to process what she’s just witnessed.

Francine: “Oh, Helene… you don’t need to do that. You’re already beautiful, just the way you are. Those people on TikTok, they don’t know what they’re talking about. They’re wrong, and I don’t want you to ever do this again, okay?”

Helene nods, clinging to her mother, but the damage has already been done. The seeds of insecurity that were planted by the content she’s been consuming have taken root, and it will take more than just a hug to undo them.

Francine knows this, and as she holds her daughter, she makes a silent vow to protect Helene from the toxic influence of social media, to help her build a healthy self-image before it’s too late. But she also realizes that this is just the beginning of a much larger battle, one that will require constant vigilance and support if Helene is going to grow up feeling confident and secure in who she is.

As Francine pulls back and wipes away Helene’s tears, she tries to smile, to reassure her daughter that everything will be okay. But deep down, she knows that things are more complicated than they seem, and she worries about what the future holds for her precious little girl.

Helene at the Playground: A New Obsession​

Helene has always been a curious and impressionable child, but lately, her curiosity has taken a more intense turn. Ever since she stumbled upon the world of looksmaxxing, her thoughts have been consumed by ideas of self-improvement—particularly mewing and bonesmashing. The content she’s been exposed to online, coupled with her youthful impressionability, has made these concepts seem like the keys to unlocking the beauty and confidence she believes she needs.

Today, Helene is at the local playground, a place that used to be her escape for simple fun and games. But now, it’s become something more—a stage where she can share her newfound knowledge with the other kids. She’s convinced that by teaching them the techniques she’s learned, she’s helping them become the best versions of themselves, just as she’s trying to do.

Helene sits on one of the swings, her small frame dwarfed by the playground equipment around her. A few other kids have gathered around, drawn by her confident demeanor and the odd, almost scientific way she talks about things most of them have never heard of before.

Helene: "Okay, everyone, listen up. I’m going to show you how to mew properly. You have to keep your tongue on the roof of your mouth all the time—like this."

She demonstrates, pressing her tongue against the roof of her mouth with an exaggerated motion, making sure everyone can see. The other kids watch with a mix of curiosity and confusion, some trying to mimic her, while others just stare, unsure of what to make of this new "game."

Helene: "And if you want to really change your face, you have to do bonesmashing. It’s where you tap on your face to make the bones grow stronger. But you have to be careful not to hurt yourself."

She pulls out a small, rounded stone she found in her backyard, showing it to the group like a prized possession.

Helene: "This is what I use. You just tap it against your cheekbones and jawline, but don’t do it too hard. You don’t want to break anything—just make your bones stronger."

One of the kids, a boy named Tommy, who’s a couple of years younger than Helene, frowns and raises his hand, as if he’s in a classroom.

Tommy: "Why do we have to do all this? Can’t we just play tag or something?"

Helene gives him a serious look, as if he’s missed the point entirely.

Helene: "Because if you do this stuff now, you’ll grow up to be really good-looking. Like Jordan Barrett!"

The mention of Jordan Barrett lights up her face with excitement. Jordan Barrett is her latest obsession—a model she discovered while scrolling through the internet. To Helene, he’s the epitome of what she wants to achieve through looksmaxxing: striking features, a perfectly sculpted face, and an effortless coolness that she can’t help but admire.

Helene: "Jordan Barrett is a model, and he’s super handsome. If you look like him, everyone will like you. That’s why you have to start early. The earlier you start, the better you’ll look when you grow up."

Some of the kids nod, taking her words to heart, while others just shrug, still more interested in the swings and slides than in Helene’s strange new obsession. But Helene doesn’t mind. She’s determined to keep teaching them, convinced that she’s onto something important, something that could change their lives.

As she continues to talk about mewing and bonesmashing, Helene’s mind drifts back to Jordan Barrett. She’s spent hours looking at pictures of him, watching interviews, and reading about his life. To her, he represents the ultimate goal—someone who has achieved physical perfection and, as a result, commands attention and admiration wherever he goes.

Helene has even started a small notebook where she keeps notes on everything she learns about looksmaxxing, including tips she thinks might help her look more like her idol. She’s too young to fully understand the complexities and pressures of beauty standards, but in her mind, she’s convinced that following these routines will lead to the kind of life she dreams about—one where she’s admired, loved, and confident.

Back at the playground, one of the girls, Lily, timidly asks a question.

Lily: "Helene, do you really think doing all this will make us look like that Jordan guy?"

Helene nods emphatically, her eyes shining with certainty.

Helene: "Yes! But you have to start now and be consistent. It’s like working out—if you want to get strong, you have to exercise every day. This is the same, but for your face."

The other kids exchange looks, some intrigued, others skeptical. But Helene doesn’t notice the hesitation. She’s too focused on her mission, too wrapped up in the belief that she’s discovered something that could make her life, and theirs, better.

As the afternoon wears on, Helene continues to teach her "lessons," showing the kids how to mew, how to gently tap their faces with stones, and explaining why it’s all so important. She’s so absorbed in her newfound passion that she doesn’t realize how unusual her behavior might seem to others—especially adults.

But for now, Helene is content, driven by the belief that she’s on the path to achieving the kind of beauty and confidence she sees in Jordan Barrett. And she’s determined to bring her friends along for the ride, whether they understand it or not.

The Next Day at School: Helene’s New Mission​

The next day at school, Helene arrives with a renewed sense of purpose. The playground lessons she gave the day before have only fueled her enthusiasm, and she’s eager to continue spreading her knowledge. Her obsession with looksmaxxing, particularly mewing and bonesmashing, has taken hold of her young mind, and she’s convinced that she’s onto something important—something that could change not just her life, but the lives of her classmates as well.

In the Classroom: An Unusual Focus​

In class, Helene tries to focus on the lesson being taught, but her mind keeps drifting back to her mission. She glances around the classroom at her peers, mentally noting the ones she thinks could benefit from her advice. She’s particularly focused on their facial features, imagining how much more "perfect" they could be with a little bit of mewing and bonesmashing.

Her teacher, Mrs. Keller, is discussing a history lesson, but Helene is only half-listening. She’s too busy making plans for recess, when she’ll have the chance to continue her teachings. She can’t wait to gather her friends and show them more of what she’s learned. In her mind, she’s helping them, giving them a gift that will make them better versions of themselves.

The bell finally rings for recess, and Helene is one of the first out of the classroom, practically buzzing with excitement.

On the Playground: Helene’s Workshop​

Out on the playground, Helene quickly gathers a small group of kids, most of whom had listened to her the day before. They’re curious, intrigued by her confidence and the strange new "techniques" she’s been teaching.

Today’s group includes Aletta, a tall girl with a serious expression; Bud, a boy with a messy mop of hair and an easygoing attitude; Carlotta, a quiet girl who always seems to be thinking; Daniel, a boy with freckles and a bright smile; Emilia, a girl with curly hair and a quick wit; Fabio, a boy who’s always full of energy; Gilma, a shy girl who often sticks to the sidelines; Hector, a boy who’s always up for something new; Ileana, a girl with big, curious eyes; John, a quiet boy with glasses; Kristy, a bubbly girl with a big personality; and Lane, a boy who’s always asking questions.

They gather around Helene, who stands on a small hill in the playground, ready to teach.

Helene: "Okay, everyone! Today, I’m going to show you more about mewing and bonesmashing. Remember, these are the secrets to looking really good when you grow up. You just have to start now."

The kids watch her closely, some still skeptical, but most of them are willing to give it a try, especially since Helene seems so confident about it. Helene starts with a quick recap of mewing, demonstrating how to press the tongue against the roof of the mouth.

Helene: "Mewing is the first step. You have to keep your tongue on the roof of your mouth all the time, except when you’re eating or talking. It helps your face grow in the right way. See, like this!"

She exaggerates the motion again, and a few of the kids try to mimic her, pressing their tongues against the roofs of their mouths, some with more success than others. Helene walks around, gently correcting them, making sure they’re doing it "right."

Helene: "Good, good! You’re getting it. Now, for bonesmashing, you have to be careful. Remember, we’re just tapping, not hitting hard. We’re trying to make our bones stronger, not hurt ourselves."

She pulls out the same small stone from yesterday, showing it to the group like a prized artifact.

Helene: "This is what I use. But you can use anything that’s smooth and rounded. Watch how I do it."

She lightly taps the stone against her cheekbones and jawline, moving slowly and deliberately. The kids watch, some with fascination, others with uncertainty.

Bud and Daniel are the first to try, each picking up small stones they found near the playground. They mimic Helene’s motions, tapping their faces lightly, while the others watch to see how it’s done.

Bud: "Like this, right?"

Helene: "Exactly! But remember, don’t press too hard. It’s just about building up the bones over time."

Soon, the other kids join in, some using their fingers if they can’t find stones, gently tapping their cheeks and jaws. Aletta and Kristy seem particularly interested, asking Helene more questions about how often they should do it and if there are other "secrets" to looking good.

Emilia, ever the practical one, raises a question.

Emilia: "But how do you know this works? Have you seen it actually change someone’s face?"

Helene hesitates for a moment, not having a real answer. But then she thinks of Jordan Barrett, her obsession, and how she’s read stories online about people who have changed their looks with these techniques.

Helene: "I’ve read about it, and I know it works. There are people who’ve changed their faces by doing this, and I want to look like Jordan Barrett when I grow up. He’s a model, and everyone says he’s really handsome."

Fabio perks up at the mention of a model, his curiosity piqued.

Fabio: "Jordan Barrett? Who’s that?"

Helene smiles, excited to share her admiration.

Helene: "He’s this really handsome model. You should see his pictures—his face is perfect! That’s why I’m doing all this. I want to look like him, and you guys can look amazing too if you keep doing these things."

The kids nod, some more convinced than others, but they all continue to follow Helene’s lead. To them, this is a new and interesting way to spend recess, and they’re drawn to Helene’s confidence and enthusiasm.

As the playground buzzes with activity, Helene feels a sense of accomplishment. She’s not just playing—she’s teaching, guiding her friends toward what she believes is a path to beauty and confidence. She’s too young to fully understand the complexities and dangers of the content she’s been consuming, but in her mind, she’s helping her friends, and that makes her feel important, even special.

The bell rings, signaling the end of recess, and the kids reluctantly drop their stones and stop their mewing practice. As they head back to class, Helene walks with them, feeling a sense of pride. She’s spreading the word, making a difference, and that’s all that matters to her.

As they return to their classroom, Helene is already thinking about what else she can teach them tomorrow, what new techniques or tips she can share. She’s determined to keep helping her friends, to keep pushing them—and herself—toward the ideal of beauty she’s fixated on.

But as the day continues, Helene remains unaware of the deeper implications of her actions, of how her young mind is being shaped by the obsessive content she’s encountered online. For now, she’s just a girl on a mission, eager to share what she’s learned and to make her mark on the world around her.

In Class: The Dinner Question​

It's the following day, and Helene is back in her classroom. The teacher, Mrs. Keller, has decided to start the day with a fun, light-hearted question to get the students thinking and engaged. She asks the class to imagine if they could have dinner with anyone in the world—past or present, real or fictional—who would it be and why?

The students are excited about the question, and hands shoot up all around the room. As Mrs. Keller starts calling on students, the answers range from historical figures to beloved fictional characters, to pop stars and athletes.

Daniel is the first to answer.

Daniel: "I’d like to have dinner with Albert Einstein. I want to know what it’s like to be that smart!"

The class nods in agreement, with a few murmurs of "cool" and "good choice" rippling through the room. Mrs. Keller smiles, clearly pleased with the thoughtful answer.

Next, Kristy raises her hand eagerly.

Kristy: "I’d love to have dinner with Taylor Swift. I think she’s amazing, and I want to ask her all about her music and how she writes her songs!"

A few of the girls in the class giggle and nod enthusiastically, agreeing with Kristy’s choice. Mrs. Keller chuckles, nodding in approval.

Mrs. Keller: "That’s a great choice, Kristy. I bet she’d have a lot of interesting things to say."

The answers continue, with students choosing a variety of figures from history, sports, music, and movies. Emilia picks Amelia Earhart, wanting to learn more about her adventures; Fabio chooses Spider-Man, because he thinks it would be cool to talk to a superhero; and Bud chooses LeBron James, hoping to get some tips on basketball.

Finally, it’s Helene’s turn. She’s been sitting quietly, waiting for her moment to answer. When Mrs. Keller calls on her, Helene sits up straight, her expression serious and intense.

Mrs. Keller: "And what about you, Helene? Who would you like to have dinner with?"

Helene takes a deep breath, her answer ready and delivered with absolute conviction.

Helene: "I want to have dinner with David Gandy, Jordan Barrett, and all the top male models who have perfect bone structures."

The classroom falls into stunned silence. The other kids exchange bewildered glances, and even Mrs. Keller is momentarily speechless, clearly not expecting such an answer. Helene’s face is earnest, completely unaware of how unusual her response is.

After a beat, the class begins to react. A few kids snicker, unsure if Helene is serious or if she’s somehow making a joke they don’t understand. Tommy from the back row blurts out,

Tommy: "Who the heck is Jordan Barrett?"

Kristy whispers to Lane, "What’s a bone structure?" while Daniel leans over to Bud, asking, "Isn’t David Gandy that model guy from those ads?"

Mrs. Keller finally regains her composure, though it’s clear she’s both amused and a bit concerned by Helene’s answer.

Mrs. Keller: "Well, that’s… certainly an interesting choice, Helene. Why do you want to have dinner with those particular people?"

Helene, undeterred by the confusion and giggles around her, explains with the same intensity she’s shown in her playground lessons.

Helene: "Because they have the best bone structures in the world, and I want to know how they did it. I want to learn everything about how they look the way they do. Maybe they can give me tips on mewing and bonesmashing, too."

The class erupts into laughter now, with some kids genuinely amused, while others are simply baffled by Helene’s answer. Mrs. Keller tries to maintain order, but she’s clearly at a loss for how to address such a response.

Mrs. Keller: "Okay, class, settle down, settle down. Helene, thank you for sharing your thoughts with us. Everyone has their own interests, and it’s okay to be passionate about what you care about. But let’s remember that dinner isn’t just about looks—it’s about good conversation and learning from each other, too."

Helene nods, but it’s clear that her fixation on bone structure and looksmaxxing is stronger than ever. She’s not embarrassed or discouraged by the reaction from her classmates—instead, she feels even more convinced that she’s on the right path, and that one day, she’ll understand the secrets behind the perfect faces she admires so much.

As the class moves on to the next activity, Mrs. Keller makes a mental note to keep an eye on Helene. She’s a bright girl, but her fixation on appearance and her strange new interests are a bit worrying. She decides she’ll mention it to the school counselor, just to make sure Helene is doing okay.

Meanwhile, Helene continues to think about her idols, convinced that one day, she’ll find a way to achieve the perfect look she dreams of—just like David Gandy and Jordan Barrett.

The Drawing Exercise: Helene’s Interpretation​

After the morning discussion, Mrs. Keller decides to move on to a creative exercise to help the students unwind a bit and channel their energy into something artistic. She announces to the class that they’ll be doing a drawing exercise, and the subject will be a classic one: Jesus.

Mrs. Keller: "Alright, class, for our next activity, I want you to draw a picture of Jesus. You can use any style you like, and feel free to add your own personal touch. Remember, this is your interpretation, so there’s no right or wrong way to do it."

The students eagerly get to work, pulling out their colored pencils, crayons, and markers. They begin to sketch their versions of Jesus, with each student bringing their own imagination and creativity to the task. Some focus on the traditional images they’ve seen in churches or in their homes, while others let their imaginations run wild, adding bright colors, flowing robes, and peaceful expressions.

Daniel draws a serene figure with a halo of light, his hands raised in a gesture of blessing. Kristy adds a background of fluffy clouds and sunshine, giving her Jesus a gentle smile and soft eyes. Bud focuses on the details of the robe, making sure every fold is just right, while Emilia uses vibrant colors to create a vivid, almost dreamlike scene.

But when it comes to Helene, her drawing takes on a life of its own—one that is utterly consumed by her current obsession with looksmaxxing and bone structure.

Helene starts by sketching the face, but instead of drawing a traditional image of Jesus, she focuses on giving him what she considers the "perfect" bone structure. His jawline is exaggeratedly sharp, with high, prominent cheekbones that seem more fitting for a fashion model than a religious figure. She pays particular attention to the symmetry of the face, making sure everything aligns perfectly according to the ideals she’s internalized.

Next, Helene moves on to the body. Instead of the gentle, flowing robes that her classmates have drawn, she gives Jesus an athletic, almost muscular physique. His torso is well-defined, with visible abs and broad shoulders that look like they belong on a Greek statue. She even adds in small details like veins on the arms and a prominent Adam’s apple, things she’s come to associate with the ideal male form.

Finally, Helene adds a halo, but it’s more of an afterthought, almost like a glowing crown meant to complement the "perfect" figure she’s created. The overall effect is jarring, a stark contrast to the softer, more traditional images being drawn by the other students.

When the time comes for the students to share their drawings, the differences between Helene’s work and that of her classmates are immediately apparent. The other students’ drawings depict a gentle, compassionate Jesus, full of warmth and love. But Helene’s Jesus looks more like a hyper-masculine model, with chiseled features and a bodybuilder’s physique.

Mrs. Keller walks around the classroom, glancing at each drawing with encouraging words for the students. But when she reaches Helene’s desk, she stops, her eyes widening slightly as she takes in the image.

Mrs. Keller: "Oh… that’s… very interesting, Helene."

The other kids notice Mrs. Keller’s reaction and start to gather around Helene’s desk, curious to see what she’s drawn. As they catch sight of the image, a mix of reactions ripples through the group—some giggle nervously, while others just stare, unsure of what to make of it.

Tommy, always the one to speak up, blurts out,

Tommy: "Why does Jesus look like a bodybuilder?"

Kristy adds, "Yeah, and why does his face look so… sharp?"

Helene, oblivious to the confusion and the subtle mockery, explains with confidence.

Helene: "I wanted to draw Jesus with perfect bone structure and a strong body. That’s how I think he would look—like someone who’s really powerful and perfect."

The class falls silent again, unsure of how to respond to Helene’s explanation. Mrs. Keller smiles gently, trying to find the right words to both encourage Helene’s creativity and gently steer her back to more age-appropriate interests.

Mrs. Keller: "It’s clear you put a lot of thought into this, Helene. It’s always good to explore different ideas in your art. But remember, it’s also important to think about the messages we’re sharing in our drawings. Sometimes, simplicity and kindness in our depictions can speak just as powerfully as strong features."

Helene nods, but it’s clear that she’s still fixated on her ideas of perfection and ideal beauty. She doesn’t see anything wrong with her drawing—in fact, she’s proud of it. To her, she’s depicted Jesus as the ultimate figure of perfection, both spiritually and physically.

As the class moves on to the next activity, Mrs. Keller can’t help but feel a bit concerned about Helene. Her fixation on appearance and bone structure is growing more apparent with each passing day, and Mrs. Keller decides it might be time to speak with Helene’s parents about what she’s been noticing.

Meanwhile, Helene remains in her own world, satisfied with her drawing and the work she’s done to capture what she sees as the ultimate ideal. She’s convinced that her interpretation is just as valid as anyone else’s, if not more so. As she puts her drawing away, she feels a sense of accomplishment, unaware of the deeper concerns her fixation is raising among those around her.

Playtime: The Perfect Man Drawing​

It’s a rainy day, and instead of running around the playground, the children are gathered in the covered area where they can stay dry. The girls decide to pass the time by drawing pictures, and someone suggests they all draw their "perfect man." It’s a playful, innocent idea, meant to pass the time and let their imaginations run wild.

Kristy is the first to start, grabbing a piece of paper and some colored pencils. She begins sketching a man with kind eyes and a warm smile, the type of figure she imagines would be caring and sweet. Emilia and Aletta join in, drawing their versions of a prince charming, complete with soft features, kind expressions, and gentle eyes. Lily adds a little twist to her drawing, giving her perfect man a heroic stance like a knight, with broad shoulders and a protective demeanor.

As the girls chat and giggle, Helene quietly sets to work on her drawing. But unlike the other girls, Helene’s concept of the "perfect man" has been heavily influenced by her recent obsessions. She starts by drawing the face, focusing intently on every detail. In her mind, this man must embody all the traits she admires in her idols—Hernán Drago’s rugged masculinity, Sean O’Pry’s striking features, and Jordan Barrett’s youthful, model-like perfection.

Helene’s pencil moves rapidly across the paper as she sketches out a man with impossibly sharp cheekbones, a chiseled jawline, and deep-set, piercing eyes. She exaggerates the symmetry of his face, making sure everything is perfectly aligned. His eyebrows are thick and defined, his nose straight and strong, and his lips are full, with a slight smirk that hints at confidence and power.

Next, she moves on to the body, giving him broad shoulders and a muscular chest. She doesn’t just stop at a strong build; she adds intricate details like visible veins on his forearms and defined abs that peek through a tight-fitting shirt. Helene is meticulous, ensuring that every muscle is perfectly sculpted, just like in the images she’s seen of her favorite male models.

As Helene works, the other girls glance over at her drawing, and it doesn’t take long before they start to notice how different her vision of the "perfect man" is compared to theirs. Kristy is the first to say something, her voice a mix of curiosity and disbelief.

Kristy: "Whoa, Helene! Who is that supposed to be?"

Helene doesn’t look up from her drawing, too focused on getting every detail right.

Helene: "He’s my perfect man. He has the best bone structure and the perfect body. He’s like Hernán Drago, Sean O’Pry, and Jordan Barrett all in one."

The other girls exchange glances, not entirely sure who those people are, but sensing that Helene’s idea of perfection is on a whole different level. Emilia leans over to get a better look at the drawing and her eyes widen.

Emilia: "He looks like a superhero or something. But, like… a model superhero."

Lily, who’s been quietly watching, finally speaks up.

Lily: "He’s really… different from what we drew. Why does he look so serious?"

Helene finally looks up, her expression serious and determined.

Helene: "Because he’s perfect. He has to look strong and confident. That’s what makes him the best."

The other girls look at each other, unsure of how to respond. There’s a mix of admiration for Helene’s drawing skills and a bit of discomfort at how intense her depiction is compared to their more playful, softer versions.

Aletta tries to lighten the mood with a laugh.

Aletta: "Well, I think my perfect man would be someone who’s nice and fun. Maybe he doesn’t have to be a supermodel!"

The other girls giggle, nodding in agreement, but Helene doesn’t join in. She looks back down at her drawing, feeling a bit isolated in her views but still convinced that her version of perfection is the right one.

As the girls finish up their drawings, they start showing them to each other. Kristy’s perfect man is a kind-looking guy with messy hair and a big smile. Emilia’s is a charming prince with a soft, inviting expression. Lily’s man is strong and heroic, with a sword and a shield, but still has gentle eyes.

When it’s Helene’s turn to show her drawing, the reaction is immediate. The girls are both amazed and a little taken aback. Her drawing is hyper-realistic, almost too perfect, with a man who looks more like a character from a high-fashion magazine than someone you’d meet in real life.

Kristy looks at the drawing, then at Helene.

Kristy: "He looks like someone from one of those ads in my mom’s magazines. He’s really good-looking, but… he doesn’t look like a real person."

Lily nods, trying to be diplomatic.

Lily: "Yeah, he’s really handsome, Helene. But maybe… maybe he’d be a little nicer if he smiled more?"

Helene shrugs, unfazed by their reactions.

Helene: "I don’t care if he’s nice. He just has to be perfect."

The girls exchange more glances, realizing that Helene’s idea of perfection is very different from theirs. They respect her drawing skills, but they can’t quite connect with her vision. To them, a perfect man is someone who’s kind, fun, and caring—not just someone with perfect bone structure and a chiseled body.

As playtime comes to an end, the girls gather up their drawings, chatting excitedly about other things. Helene stays quiet, holding her drawing close as she thinks about how she could make it even better. She’s proud of her work, but a small part of her wonders why the other girls don’t see things the way she does.

As the day goes on, Helene’s mind remains fixed on her vision of perfection, even as the world around her continues with its more lighthearted and innocent games. She’s on a path that’s different from her peers, driven by her fixation on the ideals she’s absorbed from the world of looksmaxxing, and it’s starting to set her apart in ways she’s only beginning to understand.

The Collage Project: Helene’s Unique Vision​

It's art time in class, and Mrs. Keller has a new project for the students. She gathers the kids around and explains that they’ll be making collages today. The theme, she says, is "What Inspires You." The students are free to choose any topic that they feel passionate about—nature, family, sports, or even their favorite hobbies. Mrs. Keller encourages them to be creative and to use a variety of materials, including magazines, printed images, and colored paper.

Mrs. Keller: "Remember, this is your chance to show what truly inspires you. Don’t be afraid to think outside the box. You can use any materials we have here, or if you need to find something specific, you can use the computer to search for images."

The kids are excited and immediately start brainstorming ideas. Kristy decides she wants to make a collage about animals, featuring pictures of her favorite pets and wildlife. Daniel is going to focus on his love for soccer, cutting out images of famous players and soccer balls. Emilia and Aletta are both drawn to nature themes, planning to use pictures of flowers, trees, and sunsets to create their collages.

But Helene, as always, has something very different in mind.

As soon as Mrs. Keller gives the go-ahead, Helene’s mind races with ideas. She already knows exactly what inspires her: perfect faces, ideal bone structures, and flawless male models. She’s been obsessed with these ideals for weeks, and now she has the perfect opportunity to showcase her vision.

Helene's Collage: A Fashion Ad on Steroids​

Helene heads straight to the stack of old magazines, flipping through them with purpose. She’s not interested in the typical images that most of the other kids are cutting out. Instead, she searches for pictures of male models—men who embody the perfection she’s been so fixated on.

As she works, Helene finds images of men with sharp cheekbones, chiseled jaws, and athletic physiques. She tears out every picture that fits her criteria, her pile of images quickly growing. But she’s not satisfied with just these clippings. She needs something more to complete her collage.

Helene: "Mrs. Keller, can I use the computer to find some pictures?"

Mrs. Keller, who’s been helping another student with their collage, looks over and nods.

Mrs. Keller: "Of course, Helene. Just make sure you print out what you need quickly so others can have a turn too."

Helene hurries to the classroom computer, her fingers moving rapidly on the keyboard as she searches for exactly what she wants. She types in names she’s memorized—Tyson Beckford, David Gandy, Sean O’Pry—and finds high-resolution images of them in various poses. She’s particularly drawn to an iconic image of Tyson Beckford, shirtless and confident, that will serve as the centerpiece of her collage.

But Helene’s not done yet. As she continues searching, she comes across the British Broadcasting Corporation (BBC) logo, and without fully understanding its typical context, she decides it will add a bold, stylish touch to her collage. She prints it out, along with the model images, and heads back to her desk.

The Final Product: An Unexpected Result​

As the other students are cutting out images of nature, sports, and pets, Helene meticulously arranges her collage. The centerpiece is the massive picture of Tyson Beckford, which she places right in the middle. Around it, she carefully positions the images of other nearly naked male models, each one chosen for their perfect faces and ideal bodies.

Finally, she places the BBC logo prominently in the upper corner, thinking it adds an element of sophistication and a touch of the "global" appeal she associates with these images. Helene’s collage now resembles something akin to a high-fashion advertisement from the 1990s—a striking, bold, and somewhat disconcerting display of male beauty that stands in stark contrast to the other students’ projects.

The Class Reaction: Stunned Silence​

As the students finish their collages, Mrs. Keller asks each of them to present their work and explain what inspired them. The kids are excited to share, and one by one, they hold up their collages. Kristy shows off her animal-themed collage, with pictures of cute puppies, kittens, and wild animals. The class "oohs" and "aahs" at the adorable images. Daniel proudly presents his soccer-themed collage, which features action shots of famous players and a huge soccer ball in the center. Emilia and Aletta present their nature collages, filled with vibrant colors and serene landscapes.

Then it’s Helene’s turn.

She stands up confidently, holding her collage high for everyone to see. The room falls into an almost stunned silence as the students take in the image. Helene’s collage is a stark contrast to the others. It’s dominated by images of nearly naked men, all with impossibly perfect faces and bodies. The centerpiece, Tyson Beckford, is unmistakably striking, with the BBC logo hovering in the corner like a brand stamp.

Mrs. Keller’s mouth opens slightly in shock, but she quickly regains her composure, though it’s clear she wasn’t expecting anything like this.

Mrs. Keller: "Helene… could you tell us a little about your collage? What inspired you to create this?"

Helene beams with pride, oblivious to the growing discomfort in the room.

Helene: "These are the men who inspire me because they have the perfect bone structures and faces. I like how they look, and I want to make sure everyone knows what real perfection is. I put Tyson Beckford in the middle because he’s the best, and the BBC logo because it makes it look more official and cool."

The other kids exchange confused and bewildered glances. Tommy whispers to Daniel, "What’s BBC got to do with anything?" while Kristy frowns, unsure of what to make of Helene’s choice of images.

Mrs. Keller struggles to find the right words. She knows she needs to be supportive, but the collage is so unexpected, so unlike anything she’s seen in a classroom project, that she’s momentarily at a loss.

Mrs. Keller: "That’s… quite an interesting collage, Helene. It’s clear you put a lot of thought into it. Remember, everyone finds inspiration in different places, and it’s good that you’ve expressed what you’re passionate about."

She quickly moves on to the next student, hoping to ease the tension in the room. But the image of Helene’s collage lingers in everyone’s minds, a bizarre and unexpected manifestation of her fixation on physical perfection.

Aftermath: A Concerned Teacher​

As the class moves on to their next activity, Mrs. Keller can’t help but feel a growing concern about Helene. This is the second time in as many days that Helene’s projects have been unusually fixated on appearance and idealized beauty, to the point of overshadowing the innocence and creativity she hopes to nurture in her students.

Mrs. Keller decides that it’s time to have a conversation with Helene’s parents. She needs to understand where this fixation is coming from and whether Helene is being exposed to material that’s influencing her in ways that might not be appropriate for her age.

Meanwhile, Helene is content with her collage. To her, it’s a representation of everything she admires and aspires to. She doesn’t see anything wrong with it—in fact, she’s proud of her work and excited to share it with anyone who will listen.

As the rain continues to fall outside, the atmosphere in the classroom is tense, with Helene’s bold and unconventional collage leaving a lasting impression on everyone who saw it.

Helene Shares Her Collage: Mixed Reactions​

As soon as the class ends, Helene can’t wait to show off her collage to her friends. She’s genuinely proud of what she’s created and is eager to share her vision with others. She carefully carries her collage out of the classroom and into the hallway, where she spots a group of girls she often hangs out with—Leslie, Nadine, Patty, Sara, and Valerie.

Helene approaches them with a big smile on her face, holding the collage up for them to see.

Helene: "Hey, guys! Look what I made! Isn’t it amazing?"

The girls turn to look at the collage, their expressions shifting from curiosity to confusion as they take in the images of nearly naked male models, the BBC logo, and Tyson Beckford prominently displayed in the center. They’re not quite sure what to make of it. While they were expecting something more in line with what they had created—images of animals, flowers, or celebrities they liked—Helene’s collage is unlike anything they’ve seen before.

Leslie is the first to speak, her voice hesitant.

Leslie: "Uh, wow, Helene… that’s… different. Why did you put so many pictures of… these guys?"

Nadine adds, her brow furrowed in confusion.

Nadine: "Yeah, what’s with the BBC thing? And who’s that guy in the middle?"

Helene, still beaming with pride, eagerly explains.

Helene: "That’s Tyson Beckford! He’s the perfect man—just look at his bone structure! And all these guys have the best faces. I wanted to show what real perfection looks like. The BBC logo just makes it look more official, like something you’d see in a magazine."

The girls exchange glances, clearly unsure of how to respond. Patty looks at the collage again, trying to understand Helene’s perspective, but it’s clear that they’re all a bit baffled by her obsession.

Sara tries to be polite, though it’s clear she doesn’t quite get it.

Sara: "Well, it’s… really well put together, Helene. You did a good job… I guess?"

Valerie just nods, not knowing what else to say.

Valerie: "Yeah… it’s definitely unique."

Sensing that her friends don’t quite share her enthusiasm, Helene feels a twinge of frustration. She had hoped they would appreciate her work, maybe even admire her vision, but their reactions leave her feeling a little isolated. Still, she shrugs it off, convinced that they just don’t understand what real perfection looks like.

Helene’s Big Reveal to Her Parents: Laughter Ensues​

Later that afternoon, Helene can’t wait to show her collage to her parents, Francine and Gordon. She’s certain that they’ll be impressed by what she’s created, especially since she put so much thought and effort into it. When they arrive home, she eagerly pulls out her collage and presents it to them with a proud smile.

Helene: "Mom, Dad, look at what I made in school today! Isn’t it great?"

Francine and Gordon take a moment to examine the collage, and almost immediately, they start to chuckle. The sight of the nearly naked male models, Tyson Beckford, and the BBC logo all in one place is just too much for them. They try to keep a straight face, but it’s impossible.

Francine bursts into laughter, unable to contain herself.

Francine: "Oh my God, Helene… this is something else! Where did you even come up with this?"

Gordon is laughing too, wiping tears from his eyes.

Gordon: "You’ve really got an eye for… well, I’m not sure what, but this is definitely something, kiddo!"

Helene, confused by their laughter, feels a bit defensive.

Helene: "What? Don’t you like it? I thought you’d think it was cool!"

Francine, still giggling, tries to reassure her daughter.

Francine: "Oh, sweetie, it’s not that we don’t like it—it’s just… unexpected, that’s all. You’ve got quite the imagination!"

Gordon nods in agreement, still grinning.

Gordon: "Yeah, you really went all out with this. It’s just… we didn’t expect you to be so into this kind of thing."

Helene pouts slightly, not fully understanding why her parents are laughing, but she eventually shrugs it off. She knows they don’t mean to hurt her feelings, and she’s still proud of her work, even if they find it more amusing than impressive.

Mrs. Keller’s Concern: A Call to Helene’s Parents​

While Helene is at home showing off her collage, Mrs. Keller is still at the school, finishing up some paperwork. The unusual nature of Helene’s recent projects has been weighing on her mind, and she decides it’s time to talk to Helene’s parents. She’s concerned about the intensity of Helene’s focus on appearance and physical perfection, and she feels it’s important to address it sooner rather than later.

Mrs. Keller picks up the phone and dials the number for Helene’s home. After a few rings, Francine answers, still in a good mood from the earlier laughter.

Francine: "Hello?"

Mrs. Keller: "Hi, Mrs. Smith? This is Mrs. Keller, Helene’s teacher. Do you have a few minutes to talk?"

Francine’s tone becomes more serious, sensing that this might be an important conversation.

Francine: "Oh, sure, Mrs. Keller. Is everything okay?"

Mrs. Keller: "Yes, everything is fine, but I did want to talk to you about something I’ve noticed with Helene lately. It’s not a major issue, but I’ve observed that she’s been very focused on… well, on physical appearance and ideals of beauty, particularly in the last few assignments we’ve done in class."

Francine listens carefully, her earlier amusement fading as she realizes that this might be more serious than she thought.

Mrs. Keller: "Her recent art projects, especially today’s collage, have been heavily focused on images of male models and ideals of physical perfection. I understand that children go through phases and have different interests, but I just wanted to touch base with you to see if there’s anything you’ve noticed at home, or if there’s anything that might be influencing her focus on this particular topic."

Francine glances over at Helene’s collage, which is still sitting on the dining room table, and feels a pang of concern. She hadn’t really thought much of it—after all, kids are kids, and they go through all sorts of phases—but hearing Mrs. Keller’s observations makes her realize that this might be something worth paying attention to.

Francine: "Thank you for bringing this to my attention, Mrs. Keller. Helene has been talking a lot about looks lately, and I guess we didn’t think much of it. But we’ll definitely keep an eye on it and maybe have a talk with her to see where all of this is coming from."

Mrs. Keller: "I appreciate that, Mrs. Smith. Helene is a bright and creative girl, and I just want to make sure she’s getting the right kind of support and encouragement. If there’s anything I can do on my end, please don’t hesitate to let me know."

Francine thanks Mrs. Keller again and hangs up the phone, feeling a bit more serious now. She knows it’s time to sit down with Helene and have a conversation about why she’s so fixated on these ideas and what might be influencing her thoughts. She plans to talk with Gordon about it, too, so they can approach this as a team.

As Francine walks back into the living room, where Helene is now watching TV, she thinks about how best to approach the conversation. Helene is still young, and it’s important to guide her gently, helping her understand that there’s more to life than physical appearance and that true beauty comes from within.

But for now, Helene remains blissfully unaware of the concerns her teacher and parents have. She’s still proud of her collage, confident in her vision of perfection, and happy to share it with anyone who’s willing to look.

Parents Shrug Off Concerns: A Temporary Reprieve​

After the phone call with Mrs. Keller, Francine and Gordon sit down to discuss their daughter’s recent behavior. They consider having a serious talk with Helene about her fixation on physical appearance, but ultimately, they decide to shrug it off for the time being. They rationalize that Helene is still young and going through a phase—one that she’ll likely grow out of with time. After all, they reason, every child goes through strange obsessions, and this is probably just Helene’s way of exploring her interests.

Francine: "She’s just a kid, Gordon. I went through my own weird phases too. Remember when I was obsessed with ponies and wanted to be a jockey?"

Gordon chuckles, nodding. "Yeah, and I wanted to be a superhero. Kids go through phases. Let’s keep an eye on it, but there’s no need to make a big deal out of it right now."

With that, they decide to let it go for the time being, focusing instead on the evening ahead.

The Next Day at School: The Hurricane Video​

The following day, the class is buzzing with energy. Mrs. Keller has planned an educational video about hurricanes, a timely subject given the recent discussions in the news about extreme weather in Florida. The video is meant to teach the kids about the science behind hurricanes, how they form, and their impact on communities, particularly in regions like Florida that are frequently affected.

As the video begins, the students settle down, their eyes glued to the screen. The documentary-style video shows footage of past hurricanes, including Hurricane Andrew, which devastated parts of Florida in 1992. The children watch in fascination as the narrator explains the destructive power of these storms, the efforts made to evacuate people, and the subsequent rebuilding of communities.

An Unexpected Distraction: The Mogger Moment​

About halfway through the video, the scene shifts to a news clip from the aftermath of Hurricane Andrew. The footage shows emergency responders and volunteers helping residents recover from the destruction. In the background of one clip, a man appears—he’s tall, with a perfectly sculpted face, sharp cheekbones, and a jawline that could cut glass. His presence, though brief, is impossible to ignore.

For most of the class, the man is just a fleeting image, a background detail in a larger story. But for Helene, it’s as if the world stops for a moment. Her eyes widen, her heart races, and before she can even think, she jumps up from her seat.

Helene: "MOGGER!" she yells, pointing at the screen with a level of excitement that’s completely out of proportion with what’s happening in the video.

The entire class turns to look at her, stunned by her outburst. Mrs. Keller, who had been sitting quietly at her desk, also looks up, confused by Helene’s sudden excitement.

Tommy and Kristy, sitting closest to Helene, exchange bewildered looks.

Tommy: "What’s a mogger?" he whispers, clearly puzzled.

Kristy shrugs, equally confused.

Mrs. Keller, trying to regain control of the classroom, gently asks,

Mrs. Keller: "Helene, what’s going on? Why did you shout out?"

Helene, still standing and pointing at the screen, can hardly contain her enthusiasm.

Helene: "Didn’t you see him? That guy! He’s a total mogger! His face is perfect—he’s got the best bone structure I’ve ever seen!"

The room falls silent as the kids try to process what Helene just said. Most of them have no idea what she’s talking about, and those who do are still confused about why she’s so worked up over someone in the background of a hurricane video.

Mrs. Keller walks over to the TV, rewinding the footage slightly to see what Helene was reacting to. She sees the man in the background and realizes that this is just another instance of Helene’s growing obsession with physical appearance.

Mrs. Keller: "Helene, I’m glad you’re engaged, but remember, we’re watching this video to learn about hurricanes, not to focus on the people in the background. Please take your seat and let’s continue watching, okay?"

Helene reluctantly sits back down, still buzzing with excitement.

Helene: "But he was amazing… He’s what a real man should look like."

The other kids giggle softly, still unsure of what to make of Helene’s comment, but they quickly turn their attention back to the video as Mrs. Keller presses play again. The video continues, showing more footage of the aftermath and the community’s efforts to rebuild, but Helene’s mind remains fixated on the man she just saw.

As the video ends and the class discusses what they learned about hurricanes, Helene remains somewhat distracted, her thoughts still on the "mogger" she saw. To her, this was another confirmation of her beliefs about physical perfection, and it only strengthens her resolve to keep searching for—and perhaps one day achieving—that level of ideal beauty.

Mrs. Keller's Growing Concern​

Meanwhile, Mrs. Keller can’t shake the feeling that Helene’s fixation is becoming more pronounced. She makes a mental note to follow up with Francine and Gordon again if Helene continues to display such intense reactions. Although her parents had brushed it off before, Mrs. Keller is increasingly concerned that Helene’s obsession with appearance might be something that needs more attention.

For now, though, the day continues as usual. But in the back of her mind, Mrs. Keller knows that Helene’s growing obsession is something she’ll need to keep an eye on. The outburst over the "mogger" in the video is just the latest sign that Helene’s preoccupation with physical appearance is more than just a phase—and it’s starting to impact her behavior in ways that are impossible to ignore.

Helene’s Evaluation Report​

Patient Name: Helene Smith
Date of Birth: March 15, 2016
Age: 8 years
Date of Evaluation: April 20, 2024
Evaluator: Dr. Emily Roberts, PhD, Clinical Psychologist
Referral Source: Mrs. Laura Keller, 1st Grade Teacher, Lincoln Elementary School

Background Information:​

Helene Smith is an 8-year-old girl who was referred for evaluation due to concerns regarding advanced language skills, intense focus on specific interests, and atypical social behaviors. Helene’s parents, Francine and Gordon Smith, reported that Helene has exhibited strong verbal abilities from a young age, often speaking and reading at a level far beyond her peers. Additionally, they have noted her preoccupation with physical appearance, particularly with concepts such as bone structure and physical perfection. Mrs. Keller, Helene’s teacher, expressed concerns about Helene’s fixation on these topics and her social interactions with peers, which led to this referral.

Evaluation Procedures:​

  1. Clinical Interview with Parents: Conducted with Francine and Gordon Smith to gather developmental history and behavioral observations.
  2. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2): A standardized assessment used to evaluate communication, social interaction, and play.
  3. Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V): Administered to assess Helene’s cognitive abilities, including verbal comprehension, perceptual reasoning, working memory, and processing speed.
  4. Vineland Adaptive Behavior Scales, Third Edition (Vineland-3): A parent-report measure used to assess Helene’s adaptive functioning across communication, daily living skills, socialization, and motor skills.
  5. Child Behavior Checklist (CBCL): A parent-report questionnaire used to evaluate a range of emotional and behavioral problems.
  6. Observation in School Setting: Direct observation of Helene in her classroom and during unstructured activities (e.g., recess).

Summary of Findings:​

Cognitive and Intellectual Functioning:

  • WISC-V Results:
    • Verbal Comprehension Index (VCI): 142 (Very Superior)
    • Perceptual Reasoning Index (PRI): 128 (Superior)
    • Working Memory Index (WMI): 118 (High Average)
    • Processing Speed Index (PSI): 102 (Average)
    • Full-Scale IQ (FSIQ): 136 (Very Superior)
Helene’s cognitive abilities are well above average, particularly in the areas of verbal comprehension and perceptual reasoning. Her verbal comprehension index is in the Very Superior range, reflecting advanced language skills and a high capacity for abstract thinking and verbal reasoning. Perceptual reasoning, which assesses nonverbal and visual-spatial problem-solving, is also in the Superior range. Working memory and processing speed are slightly lower but still within the average to high average range.

Social Communication and Behavior:

  • ADOS-2 Results:
    • Social Affect: Elevated score indicating difficulties in social reciprocity, including initiating and maintaining conversations.
    • Restricted and Repetitive Behaviors: Elevated score reflecting a strong focus on specific interests (e.g., physical appearance, bone structure).
    • Overall Classification: Autism Spectrum Disorder (ASD) – High Functioning.
Helene demonstrated a marked preference for discussing topics related to her specific interests, often steering conversations back to these subjects even when others were discussing different topics. Her ability to read social cues was inconsistent, with some difficulty understanding when others were not interested in the same subjects. While she can engage in conversations, they are often one-sided, with Helene focusing on delivering information rather than engaging in reciprocal social interaction.

Adaptive Functioning:

  • Vineland-3 Results:
    • Communication: High (Consistent with verbal abilities)
    • Daily Living Skills: Average
    • Socialization: Below Average
    • Motor Skills: Average
Helene’s adaptive functioning is consistent with her cognitive profile. She excels in communication, reflecting her advanced language abilities. However, her socialization scores are below average, which aligns with the observed difficulties in social interactions. Daily living skills and motor skills are within the average range.

Behavioral Observations:

Helene was observed to engage in repetitive behaviors, such as talking about specific topics (e.g., physical appearance, bone structure) and arranging objects in a particular order. These behaviors appear to be soothing for her and are often related to her interests. During free play and group activities, she tended to isolate herself, preferring to engage in solitary activities or engage with others only when the conversation revolved around her specific interests.

Diagnosis:​

Based on the results of the comprehensive assessment, Helene meets the criteria for Autism Spectrum Disorder (ASD), specifically within the high-functioning range. This diagnosis is supported by her advanced verbal abilities, intense focus on specific interests, repetitive behaviors, and social communication difficulties.

Diagnosis: Autism Spectrum Disorder (ASD) – Level 1 (Requiring Support) with High Functioning

Recommendations:​

  1. Social Skills Training: Helene would benefit from social skills training to improve her ability to engage in reciprocal conversations, read social cues, and expand her range of interests in social settings.
  2. Cognitive-Behavioral Therapy (CBT): CBT can help Helene manage any anxiety related to social interactions and help her develop coping strategies for situations where her routines or interests cannot be accommodated.
  3. Speech and Language Therapy: While Helene’s language skills are advanced, speech therapy focused on pragmatic language skills may help her better navigate social interactions.
  4. Educational Support: Continue with her current placement but consider an Individualized Education Program (IEP) to ensure that her educational needs are met, particularly in social-emotional learning.
  5. Parental Guidance: Provide Francine and Gordon with resources and support groups for parents of children with high-functioning autism to help them understand and support Helene’s unique needs.
  6. Regular Monitoring: It is recommended that Helene be re-evaluated annually to monitor her progress in social skills and adaptive functioning.

Prognosis:​

With appropriate support and intervention, Helene is expected to continue to thrive academically and make progress in social and adaptive functioning. Early intervention and continued support will be crucial in helping her navigate social situations and expand her range of interests and coping strategies.

Evaluator:
Emily Roberts, PhD
Clinical Psychologist

Reviewed and Approved by:
John T. Morrison, MD
Developmental Pediatrician

looksmax.org

Little girl starts bonesmashing, caught by her mum

Helene’s Disturbing New Habit: Bonesmashing Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content...
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This is a troll
 
I think you made this all up. But they're excellently written.
 
  • JFL
Reactions: Xangsane
yea this is gonna be me if im 8 and a girl
 
  • JFL
Reactions: Xangsane
alright bro youre blocked, if i ever saw u irl id beat ur face to a pulp
 
Brutal
 
Xangsane said:
Helene’s Disturbing New Habit: Bonesmashing

Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content has taken a dark turn, introducing her to a new and disturbing concept: bonesmashing.

Bonesmashing is a controversial and potentially dangerous practice where people attempt to reshape their facial bones by repeatedly hitting them with their hands or other objects. The idea, as presented in these videos, is that by “smashing” certain areas of the face, you can create more defined features, improve your facial symmetry, and ultimately, become more attractive.

Helene, too young to fully understand the risks, watches these videos with a mix of fascination and fear. The influencers in the videos make it seem easy, almost like a fun, quirky beauty hack. They show before-and-after photos, claiming that their new, sharper features are the result of bonesmashing. The more Helene watches, the more she starts to believe that this could be a way for her to improve her own appearance.

With a sense of nervous excitement, Helene decides to try it herself. She hesitates for a moment, looking at her reflection in the mirror. Her young face is still soft, her features not yet fully formed, but she’s already begun to internalize the toxic messages she’s been consuming. She wants to look better, to be prettier, and if this is what it takes, she’s willing to try.

She raises her hand and, with a tentative tap, hits her cheekbone. It doesn’t hurt much, just a dull thud that barely registers. Encouraged by the lack of pain, Helene taps again, this time with a little more force. She doesn’t notice the slight redness that starts to appear, the way her skin reacts to the repeated impact.

For a few minutes, she continues this pattern, alternating between her cheeks and jawline, hitting them with her hands in a misguided attempt to “smash” her bones into a more desirable shape. She’s so focused on what she’s doing that she doesn’t hear her mother, Francine, approaching her room.

When Francine opens the door and sees what Helene is doing, she’s stunned.

Francine: “Helene! What on earth are you doing?”

Startled, Helene stops mid-smash, her face turning bright red as she realizes she’s been caught. She quickly lowers her hands, looking guilty and a little scared.

Helene: *“Nothing, Mom. I was just…”

Francine’s eyes widen as she notices the slight redness on Helene’s cheeks, the way her daughter seems to be trying to hide something.

Francine: “Were you… were you hitting your face?”

Helene doesn’t know how to respond. She’s never seen her mother look so concerned, and she feels a lump form in her throat. She nods slightly, unable to meet Francine’s gaze.

Francine is horrified. She kneels down to Helene’s level, gently taking her daughter’s hands in hers.

Francine: “Helene, sweetheart, why would you do something like that? Who told you this was okay?”

Tears start to well up in Helene’s eyes as the reality of what she’s been doing sinks in. She feels ashamed, embarrassed, and confused.

Helene: “I… I saw it on TikTok. They said it would make me prettier.”

Francine feels a wave of anger and sadness wash over her. How could something like this be happening to her little girl? She pulls Helene into a hug, holding her tightly as she tries to process what she’s just witnessed.

Francine: “Oh, Helene… you don’t need to do that. You’re already beautiful, just the way you are. Those people on TikTok, they don’t know what they’re talking about. They’re wrong, and I don’t want you to ever do this again, okay?”

Helene nods, clinging to her mother, but the damage has already been done. The seeds of insecurity that were planted by the content she’s been consuming have taken root, and it will take more than just a hug to undo them.

Francine knows this, and as she holds her daughter, she makes a silent vow to protect Helene from the toxic influence of social media, to help her build a healthy self-image before it’s too late. But she also realizes that this is just the beginning of a much larger battle, one that will require constant vigilance and support if Helene is going to grow up feeling confident and secure in who she is.

As Francine pulls back and wipes away Helene’s tears, she tries to smile, to reassure her daughter that everything will be okay. But deep down, she knows that things are more complicated than they seem, and she worries about what the future holds for her precious little girl.

Helene at the Playground: A New Obsession​

Helene has always been a curious and impressionable child, but lately, her curiosity has taken a more intense turn. Ever since she stumbled upon the world of looksmaxxing, her thoughts have been consumed by ideas of self-improvement—particularly mewing and bonesmashing. The content she’s been exposed to online, coupled with her youthful impressionability, has made these concepts seem like the keys to unlocking the beauty and confidence she believes she needs.

Today, Helene is at the local playground, a place that used to be her escape for simple fun and games. But now, it’s become something more—a stage where she can share her newfound knowledge with the other kids. She’s convinced that by teaching them the techniques she’s learned, she’s helping them become the best versions of themselves, just as she’s trying to do.

Helene sits on one of the swings, her small frame dwarfed by the playground equipment around her. A few other kids have gathered around, drawn by her confident demeanor and the odd, almost scientific way she talks about things most of them have never heard of before.

Helene: "Okay, everyone, listen up. I’m going to show you how to mew properly. You have to keep your tongue on the roof of your mouth all the time—like this."

She demonstrates, pressing her tongue against the roof of her mouth with an exaggerated motion, making sure everyone can see. The other kids watch with a mix of curiosity and confusion, some trying to mimic her, while others just stare, unsure of what to make of this new "game."

Helene: "And if you want to really change your face, you have to do bonesmashing. It’s where you tap on your face to make the bones grow stronger. But you have to be careful not to hurt yourself."

She pulls out a small, rounded stone she found in her backyard, showing it to the group like a prized possession.

Helene: "This is what I use. You just tap it against your cheekbones and jawline, but don’t do it too hard. You don’t want to break anything—just make your bones stronger."

One of the kids, a boy named Tommy, who’s a couple of years younger than Helene, frowns and raises his hand, as if he’s in a classroom.

Tommy: "Why do we have to do all this? Can’t we just play tag or something?"

Helene gives him a serious look, as if he’s missed the point entirely.

Helene: "Because if you do this stuff now, you’ll grow up to be really good-looking. Like Jordan Barrett!"

The mention of Jordan Barrett lights up her face with excitement. Jordan Barrett is her latest obsession—a model she discovered while scrolling through the internet. To Helene, he’s the epitome of what she wants to achieve through looksmaxxing: striking features, a perfectly sculpted face, and an effortless coolness that she can’t help but admire.

Helene: "Jordan Barrett is a model, and he’s super handsome. If you look like him, everyone will like you. That’s why you have to start early. The earlier you start, the better you’ll look when you grow up."

Some of the kids nod, taking her words to heart, while others just shrug, still more interested in the swings and slides than in Helene’s strange new obsession. But Helene doesn’t mind. She’s determined to keep teaching them, convinced that she’s onto something important, something that could change their lives.

As she continues to talk about mewing and bonesmashing, Helene’s mind drifts back to Jordan Barrett. She’s spent hours looking at pictures of him, watching interviews, and reading about his life. To her, he represents the ultimate goal—someone who has achieved physical perfection and, as a result, commands attention and admiration wherever he goes.

Helene has even started a small notebook where she keeps notes on everything she learns about looksmaxxing, including tips she thinks might help her look more like her idol. She’s too young to fully understand the complexities and pressures of beauty standards, but in her mind, she’s convinced that following these routines will lead to the kind of life she dreams about—one where she’s admired, loved, and confident.

Back at the playground, one of the girls, Lily, timidly asks a question.

Lily: "Helene, do you really think doing all this will make us look like that Jordan guy?"

Helene nods emphatically, her eyes shining with certainty.

Helene: "Yes! But you have to start now and be consistent. It’s like working out—if you want to get strong, you have to exercise every day. This is the same, but for your face."

The other kids exchange looks, some intrigued, others skeptical. But Helene doesn’t notice the hesitation. She’s too focused on her mission, too wrapped up in the belief that she’s discovered something that could make her life, and theirs, better.

As the afternoon wears on, Helene continues to teach her "lessons," showing the kids how to mew, how to gently tap their faces with stones, and explaining why it’s all so important. She’s so absorbed in her newfound passion that she doesn’t realize how unusual her behavior might seem to others—especially adults.

But for now, Helene is content, driven by the belief that she’s on the path to achieving the kind of beauty and confidence she sees in Jordan Barrett. And she’s determined to bring her friends along for the ride, whether they understand it or not.

The Next Day at School: Helene’s New Mission​

The next day at school, Helene arrives with a renewed sense of purpose. The playground lessons she gave the day before have only fueled her enthusiasm, and she’s eager to continue spreading her knowledge. Her obsession with looksmaxxing, particularly mewing and bonesmashing, has taken hold of her young mind, and she’s convinced that she’s onto something important—something that could change not just her life, but the lives of her classmates as well.

In the Classroom: An Unusual Focus​

In class, Helene tries to focus on the lesson being taught, but her mind keeps drifting back to her mission. She glances around the classroom at her peers, mentally noting the ones she thinks could benefit from her advice. She’s particularly focused on their facial features, imagining how much more "perfect" they could be with a little bit of mewing and bonesmashing.

Her teacher, Mrs. Keller, is discussing a history lesson, but Helene is only half-listening. She’s too busy making plans for recess, when she’ll have the chance to continue her teachings. She can’t wait to gather her friends and show them more of what she’s learned. In her mind, she’s helping them, giving them a gift that will make them better versions of themselves.

The bell finally rings for recess, and Helene is one of the first out of the classroom, practically buzzing with excitement.

On the Playground: Helene’s Workshop​

Out on the playground, Helene quickly gathers a small group of kids, most of whom had listened to her the day before. They’re curious, intrigued by her confidence and the strange new "techniques" she’s been teaching.

Today’s group includes Aletta, a tall girl with a serious expression; Bud, a boy with a messy mop of hair and an easygoing attitude; Carlotta, a quiet girl who always seems to be thinking; Daniel, a boy with freckles and a bright smile; Emilia, a girl with curly hair and a quick wit; Fabio, a boy who’s always full of energy; Gilma, a shy girl who often sticks to the sidelines; Hector, a boy who’s always up for something new; Ileana, a girl with big, curious eyes; John, a quiet boy with glasses; Kristy, a bubbly girl with a big personality; and Lane, a boy who’s always asking questions.

They gather around Helene, who stands on a small hill in the playground, ready to teach.

Helene: "Okay, everyone! Today, I’m going to show you more about mewing and bonesmashing. Remember, these are the secrets to looking really good when you grow up. You just have to start now."

The kids watch her closely, some still skeptical, but most of them are willing to give it a try, especially since Helene seems so confident about it. Helene starts with a quick recap of mewing, demonstrating how to press the tongue against the roof of the mouth.

Helene: "Mewing is the first step. You have to keep your tongue on the roof of your mouth all the time, except when you’re eating or talking. It helps your face grow in the right way. See, like this!"

She exaggerates the motion again, and a few of the kids try to mimic her, pressing their tongues against the roofs of their mouths, some with more success than others. Helene walks around, gently correcting them, making sure they’re doing it "right."

Helene: "Good, good! You’re getting it. Now, for bonesmashing, you have to be careful. Remember, we’re just tapping, not hitting hard. We’re trying to make our bones stronger, not hurt ourselves."

She pulls out the same small stone from yesterday, showing it to the group like a prized artifact.

Helene: "This is what I use. But you can use anything that’s smooth and rounded. Watch how I do it."

She lightly taps the stone against her cheekbones and jawline, moving slowly and deliberately. The kids watch, some with fascination, others with uncertainty.

Bud and Daniel are the first to try, each picking up small stones they found near the playground. They mimic Helene’s motions, tapping their faces lightly, while the others watch to see how it’s done.

Bud: "Like this, right?"

Helene: "Exactly! But remember, don’t press too hard. It’s just about building up the bones over time."

Soon, the other kids join in, some using their fingers if they can’t find stones, gently tapping their cheeks and jaws. Aletta and Kristy seem particularly interested, asking Helene more questions about how often they should do it and if there are other "secrets" to looking good.

Emilia, ever the practical one, raises a question.

Emilia: "But how do you know this works? Have you seen it actually change someone’s face?"

Helene hesitates for a moment, not having a real answer. But then she thinks of Jordan Barrett, her obsession, and how she’s read stories online about people who have changed their looks with these techniques.

Helene: "I’ve read about it, and I know it works. There are people who’ve changed their faces by doing this, and I want to look like Jordan Barrett when I grow up. He’s a model, and everyone says he’s really handsome."

Fabio perks up at the mention of a model, his curiosity piqued.

Fabio: "Jordan Barrett? Who’s that?"

Helene smiles, excited to share her admiration.

Helene: "He’s this really handsome model. You should see his pictures—his face is perfect! That’s why I’m doing all this. I want to look like him, and you guys can look amazing too if you keep doing these things."

The kids nod, some more convinced than others, but they all continue to follow Helene’s lead. To them, this is a new and interesting way to spend recess, and they’re drawn to Helene’s confidence and enthusiasm.

As the playground buzzes with activity, Helene feels a sense of accomplishment. She’s not just playing—she’s teaching, guiding her friends toward what she believes is a path to beauty and confidence. She’s too young to fully understand the complexities and dangers of the content she’s been consuming, but in her mind, she’s helping her friends, and that makes her feel important, even special.

The bell rings, signaling the end of recess, and the kids reluctantly drop their stones and stop their mewing practice. As they head back to class, Helene walks with them, feeling a sense of pride. She’s spreading the word, making a difference, and that’s all that matters to her.

As they return to their classroom, Helene is already thinking about what else she can teach them tomorrow, what new techniques or tips she can share. She’s determined to keep helping her friends, to keep pushing them—and herself—toward the ideal of beauty she’s fixated on.

But as the day continues, Helene remains unaware of the deeper implications of her actions, of how her young mind is being shaped by the obsessive content she’s encountered online. For now, she’s just a girl on a mission, eager to share what she’s learned and to make her mark on the world around her.

In Class: The Dinner Question​

It's the following day, and Helene is back in her classroom. The teacher, Mrs. Keller, has decided to start the day with a fun, light-hearted question to get the students thinking and engaged. She asks the class to imagine if they could have dinner with anyone in the world—past or present, real or fictional—who would it be and why?

The students are excited about the question, and hands shoot up all around the room. As Mrs. Keller starts calling on students, the answers range from historical figures to beloved fictional characters, to pop stars and athletes.

Daniel is the first to answer.

Daniel: "I’d like to have dinner with Albert Einstein. I want to know what it’s like to be that smart!"

The class nods in agreement, with a few murmurs of "cool" and "good choice" rippling through the room. Mrs. Keller smiles, clearly pleased with the thoughtful answer.

Next, Kristy raises her hand eagerly.

Kristy: "I’d love to have dinner with Taylor Swift. I think she’s amazing, and I want to ask her all about her music and how she writes her songs!"

A few of the girls in the class giggle and nod enthusiastically, agreeing with Kristy’s choice. Mrs. Keller chuckles, nodding in approval.

Mrs. Keller: "That’s a great choice, Kristy. I bet she’d have a lot of interesting things to say."

The answers continue, with students choosing a variety of figures from history, sports, music, and movies. Emilia picks Amelia Earhart, wanting to learn more about her adventures; Fabio chooses Spider-Man, because he thinks it would be cool to talk to a superhero; and Bud chooses LeBron James, hoping to get some tips on basketball.

Finally, it’s Helene’s turn. She’s been sitting quietly, waiting for her moment to answer. When Mrs. Keller calls on her, Helene sits up straight, her expression serious and intense.

Mrs. Keller: "And what about you, Helene? Who would you like to have dinner with?"

Helene takes a deep breath, her answer ready and delivered with absolute conviction.

Helene: "I want to have dinner with David Gandy, Jordan Barrett, and all the top male models who have perfect bone structures."

The classroom falls into stunned silence. The other kids exchange bewildered glances, and even Mrs. Keller is momentarily speechless, clearly not expecting such an answer. Helene’s face is earnest, completely unaware of how unusual her response is.

After a beat, the class begins to react. A few kids snicker, unsure if Helene is serious or if she’s somehow making a joke they don’t understand. Tommy from the back row blurts out,

Tommy: "Who the heck is Jordan Barrett?"

Kristy whispers to Lane, "What’s a bone structure?" while Daniel leans over to Bud, asking, "Isn’t David Gandy that model guy from those ads?"

Mrs. Keller finally regains her composure, though it’s clear she’s both amused and a bit concerned by Helene’s answer.

Mrs. Keller: "Well, that’s… certainly an interesting choice, Helene. Why do you want to have dinner with those particular people?"

Helene, undeterred by the confusion and giggles around her, explains with the same intensity she’s shown in her playground lessons.

Helene: "Because they have the best bone structures in the world, and I want to know how they did it. I want to learn everything about how they look the way they do. Maybe they can give me tips on mewing and bonesmashing, too."

The class erupts into laughter now, with some kids genuinely amused, while others are simply baffled by Helene’s answer. Mrs. Keller tries to maintain order, but she’s clearly at a loss for how to address such a response.

Mrs. Keller: "Okay, class, settle down, settle down. Helene, thank you for sharing your thoughts with us. Everyone has their own interests, and it’s okay to be passionate about what you care about. But let’s remember that dinner isn’t just about looks—it’s about good conversation and learning from each other, too."

Helene nods, but it’s clear that her fixation on bone structure and looksmaxxing is stronger than ever. She’s not embarrassed or discouraged by the reaction from her classmates—instead, she feels even more convinced that she’s on the right path, and that one day, she’ll understand the secrets behind the perfect faces she admires so much.

As the class moves on to the next activity, Mrs. Keller makes a mental note to keep an eye on Helene. She’s a bright girl, but her fixation on appearance and her strange new interests are a bit worrying. She decides she’ll mention it to the school counselor, just to make sure Helene is doing okay.

Meanwhile, Helene continues to think about her idols, convinced that one day, she’ll find a way to achieve the perfect look she dreams of—just like David Gandy and Jordan Barrett.

The Drawing Exercise: Helene’s Interpretation​

After the morning discussion, Mrs. Keller decides to move on to a creative exercise to help the students unwind a bit and channel their energy into something artistic. She announces to the class that they’ll be doing a drawing exercise, and the subject will be a classic one: Jesus.

Mrs. Keller: "Alright, class, for our next activity, I want you to draw a picture of Jesus. You can use any style you like, and feel free to add your own personal touch. Remember, this is your interpretation, so there’s no right or wrong way to do it."

The students eagerly get to work, pulling out their colored pencils, crayons, and markers. They begin to sketch their versions of Jesus, with each student bringing their own imagination and creativity to the task. Some focus on the traditional images they’ve seen in churches or in their homes, while others let their imaginations run wild, adding bright colors, flowing robes, and peaceful expressions.

Daniel draws a serene figure with a halo of light, his hands raised in a gesture of blessing. Kristy adds a background of fluffy clouds and sunshine, giving her Jesus a gentle smile and soft eyes. Bud focuses on the details of the robe, making sure every fold is just right, while Emilia uses vibrant colors to create a vivid, almost dreamlike scene.

But when it comes to Helene, her drawing takes on a life of its own—one that is utterly consumed by her current obsession with looksmaxxing and bone structure.

Helene starts by sketching the face, but instead of drawing a traditional image of Jesus, she focuses on giving him what she considers the "perfect" bone structure. His jawline is exaggeratedly sharp, with high, prominent cheekbones that seem more fitting for a fashion model than a religious figure. She pays particular attention to the symmetry of the face, making sure everything aligns perfectly according to the ideals she’s internalized.

Next, Helene moves on to the body. Instead of the gentle, flowing robes that her classmates have drawn, she gives Jesus an athletic, almost muscular physique. His torso is well-defined, with visible abs and broad shoulders that look like they belong on a Greek statue. She even adds in small details like veins on the arms and a prominent Adam’s apple, things she’s come to associate with the ideal male form.

Finally, Helene adds a halo, but it’s more of an afterthought, almost like a glowing crown meant to complement the "perfect" figure she’s created. The overall effect is jarring, a stark contrast to the softer, more traditional images being drawn by the other students.

When the time comes for the students to share their drawings, the differences between Helene’s work and that of her classmates are immediately apparent. The other students’ drawings depict a gentle, compassionate Jesus, full of warmth and love. But Helene’s Jesus looks more like a hyper-masculine model, with chiseled features and a bodybuilder’s physique.

Mrs. Keller walks around the classroom, glancing at each drawing with encouraging words for the students. But when she reaches Helene’s desk, she stops, her eyes widening slightly as she takes in the image.

Mrs. Keller: "Oh… that’s… very interesting, Helene."

The other kids notice Mrs. Keller’s reaction and start to gather around Helene’s desk, curious to see what she’s drawn. As they catch sight of the image, a mix of reactions ripples through the group—some giggle nervously, while others just stare, unsure of what to make of it.

Tommy, always the one to speak up, blurts out,

Tommy: "Why does Jesus look like a bodybuilder?"

Kristy adds, "Yeah, and why does his face look so… sharp?"

Helene, oblivious to the confusion and the subtle mockery, explains with confidence.

Helene: "I wanted to draw Jesus with perfect bone structure and a strong body. That’s how I think he would look—like someone who’s really powerful and perfect."

The class falls silent again, unsure of how to respond to Helene’s explanation. Mrs. Keller smiles gently, trying to find the right words to both encourage Helene’s creativity and gently steer her back to more age-appropriate interests.

Mrs. Keller: "It’s clear you put a lot of thought into this, Helene. It’s always good to explore different ideas in your art. But remember, it’s also important to think about the messages we’re sharing in our drawings. Sometimes, simplicity and kindness in our depictions can speak just as powerfully as strong features."

Helene nods, but it’s clear that she’s still fixated on her ideas of perfection and ideal beauty. She doesn’t see anything wrong with her drawing—in fact, she’s proud of it. To her, she’s depicted Jesus as the ultimate figure of perfection, both spiritually and physically.

As the class moves on to the next activity, Mrs. Keller can’t help but feel a bit concerned about Helene. Her fixation on appearance and bone structure is growing more apparent with each passing day, and Mrs. Keller decides it might be time to speak with Helene’s parents about what she’s been noticing.

Meanwhile, Helene remains in her own world, satisfied with her drawing and the work she’s done to capture what she sees as the ultimate ideal. She’s convinced that her interpretation is just as valid as anyone else’s, if not more so. As she puts her drawing away, she feels a sense of accomplishment, unaware of the deeper concerns her fixation is raising among those around her.

Playtime: The Perfect Man Drawing​

It’s a rainy day, and instead of running around the playground, the children are gathered in the covered area where they can stay dry. The girls decide to pass the time by drawing pictures, and someone suggests they all draw their "perfect man." It’s a playful, innocent idea, meant to pass the time and let their imaginations run wild.

Kristy is the first to start, grabbing a piece of paper and some colored pencils. She begins sketching a man with kind eyes and a warm smile, the type of figure she imagines would be caring and sweet. Emilia and Aletta join in, drawing their versions of a prince charming, complete with soft features, kind expressions, and gentle eyes. Lily adds a little twist to her drawing, giving her perfect man a heroic stance like a knight, with broad shoulders and a protective demeanor.

As the girls chat and giggle, Helene quietly sets to work on her drawing. But unlike the other girls, Helene’s concept of the "perfect man" has been heavily influenced by her recent obsessions. She starts by drawing the face, focusing intently on every detail. In her mind, this man must embody all the traits she admires in her idols—Hernán Drago’s rugged masculinity, Sean O’Pry’s striking features, and Jordan Barrett’s youthful, model-like perfection.

Helene’s pencil moves rapidly across the paper as she sketches out a man with impossibly sharp cheekbones, a chiseled jawline, and deep-set, piercing eyes. She exaggerates the symmetry of his face, making sure everything is perfectly aligned. His eyebrows are thick and defined, his nose straight and strong, and his lips are full, with a slight smirk that hints at confidence and power.

Next, she moves on to the body, giving him broad shoulders and a muscular chest. She doesn’t just stop at a strong build; she adds intricate details like visible veins on his forearms and defined abs that peek through a tight-fitting shirt. Helene is meticulous, ensuring that every muscle is perfectly sculpted, just like in the images she’s seen of her favorite male models.

As Helene works, the other girls glance over at her drawing, and it doesn’t take long before they start to notice how different her vision of the "perfect man" is compared to theirs. Kristy is the first to say something, her voice a mix of curiosity and disbelief.

Kristy: "Whoa, Helene! Who is that supposed to be?"

Helene doesn’t look up from her drawing, too focused on getting every detail right.

Helene: "He’s my perfect man. He has the best bone structure and the perfect body. He’s like Hernán Drago, Sean O’Pry, and Jordan Barrett all in one."

The other girls exchange glances, not entirely sure who those people are, but sensing that Helene’s idea of perfection is on a whole different level. Emilia leans over to get a better look at the drawing and her eyes widen.

Emilia: "He looks like a superhero or something. But, like… a model superhero."

Lily, who’s been quietly watching, finally speaks up.

Lily: "He’s really… different from what we drew. Why does he look so serious?"

Helene finally looks up, her expression serious and determined.

Helene: "Because he’s perfect. He has to look strong and confident. That’s what makes him the best."

The other girls look at each other, unsure of how to respond. There’s a mix of admiration for Helene’s drawing skills and a bit of discomfort at how intense her depiction is compared to their more playful, softer versions.

Aletta tries to lighten the mood with a laugh.

Aletta: "Well, I think my perfect man would be someone who’s nice and fun. Maybe he doesn’t have to be a supermodel!"

The other girls giggle, nodding in agreement, but Helene doesn’t join in. She looks back down at her drawing, feeling a bit isolated in her views but still convinced that her version of perfection is the right one.

As the girls finish up their drawings, they start showing them to each other. Kristy’s perfect man is a kind-looking guy with messy hair and a big smile. Emilia’s is a charming prince with a soft, inviting expression. Lily’s man is strong and heroic, with a sword and a shield, but still has gentle eyes.

When it’s Helene’s turn to show her drawing, the reaction is immediate. The girls are both amazed and a little taken aback. Her drawing is hyper-realistic, almost too perfect, with a man who looks more like a character from a high-fashion magazine than someone you’d meet in real life.

Kristy looks at the drawing, then at Helene.

Kristy: "He looks like someone from one of those ads in my mom’s magazines. He’s really good-looking, but… he doesn’t look like a real person."

Lily nods, trying to be diplomatic.

Lily: "Yeah, he’s really handsome, Helene. But maybe… maybe he’d be a little nicer if he smiled more?"

Helene shrugs, unfazed by their reactions.

Helene: "I don’t care if he’s nice. He just has to be perfect."

The girls exchange more glances, realizing that Helene’s idea of perfection is very different from theirs. They respect her drawing skills, but they can’t quite connect with her vision. To them, a perfect man is someone who’s kind, fun, and caring—not just someone with perfect bone structure and a chiseled body.

As playtime comes to an end, the girls gather up their drawings, chatting excitedly about other things. Helene stays quiet, holding her drawing close as she thinks about how she could make it even better. She’s proud of her work, but a small part of her wonders why the other girls don’t see things the way she does.

As the day goes on, Helene’s mind remains fixed on her vision of perfection, even as the world around her continues with its more lighthearted and innocent games. She’s on a path that’s different from her peers, driven by her fixation on the ideals she’s absorbed from the world of looksmaxxing, and it’s starting to set her apart in ways she’s only beginning to understand.

The Collage Project: Helene’s Unique Vision​

It's art time in class, and Mrs. Keller has a new project for the students. She gathers the kids around and explains that they’ll be making collages today. The theme, she says, is "What Inspires You." The students are free to choose any topic that they feel passionate about—nature, family, sports, or even their favorite hobbies. Mrs. Keller encourages them to be creative and to use a variety of materials, including magazines, printed images, and colored paper.

Mrs. Keller: "Remember, this is your chance to show what truly inspires you. Don’t be afraid to think outside the box. You can use any materials we have here, or if you need to find something specific, you can use the computer to search for images."

The kids are excited and immediately start brainstorming ideas. Kristy decides she wants to make a collage about animals, featuring pictures of her favorite pets and wildlife. Daniel is going to focus on his love for soccer, cutting out images of famous players and soccer balls. Emilia and Aletta are both drawn to nature themes, planning to use pictures of flowers, trees, and sunsets to create their collages.

But Helene, as always, has something very different in mind.

As soon as Mrs. Keller gives the go-ahead, Helene’s mind races with ideas. She already knows exactly what inspires her: perfect faces, ideal bone structures, and flawless male models. She’s been obsessed with these ideals for weeks, and now she has the perfect opportunity to showcase her vision.

Helene's Collage: A Fashion Ad on Steroids​

Helene heads straight to the stack of old magazines, flipping through them with purpose. She’s not interested in the typical images that most of the other kids are cutting out. Instead, she searches for pictures of male models—men who embody the perfection she’s been so fixated on.

As she works, Helene finds images of men with sharp cheekbones, chiseled jaws, and athletic physiques. She tears out every picture that fits her criteria, her pile of images quickly growing. But she’s not satisfied with just these clippings. She needs something more to complete her collage.

Helene: "Mrs. Keller, can I use the computer to find some pictures?"

Mrs. Keller, who’s been helping another student with their collage, looks over and nods.

Mrs. Keller: "Of course, Helene. Just make sure you print out what you need quickly so others can have a turn too."

Helene hurries to the classroom computer, her fingers moving rapidly on the keyboard as she searches for exactly what she wants. She types in names she’s memorized—Tyson Beckford, David Gandy, Sean O’Pry—and finds high-resolution images of them in various poses. She’s particularly drawn to an iconic image of Tyson Beckford, shirtless and confident, that will serve as the centerpiece of her collage.

But Helene’s not done yet. As she continues searching, she comes across the British Broadcasting Corporation (BBC) logo, and without fully understanding its typical context, she decides it will add a bold, stylish touch to her collage. She prints it out, along with the model images, and heads back to her desk.

The Final Product: An Unexpected Result​

As the other students are cutting out images of nature, sports, and pets, Helene meticulously arranges her collage. The centerpiece is the massive picture of Tyson Beckford, which she places right in the middle. Around it, she carefully positions the images of other nearly naked male models, each one chosen for their perfect faces and ideal bodies.

Finally, she places the BBC logo prominently in the upper corner, thinking it adds an element of sophistication and a touch of the "global" appeal she associates with these images. Helene’s collage now resembles something akin to a high-fashion advertisement from the 1990s—a striking, bold, and somewhat disconcerting display of male beauty that stands in stark contrast to the other students’ projects.

The Class Reaction: Stunned Silence​

As the students finish their collages, Mrs. Keller asks each of them to present their work and explain what inspired them. The kids are excited to share, and one by one, they hold up their collages. Kristy shows off her animal-themed collage, with pictures of cute puppies, kittens, and wild animals. The class "oohs" and "aahs" at the adorable images. Daniel proudly presents his soccer-themed collage, which features action shots of famous players and a huge soccer ball in the center. Emilia and Aletta present their nature collages, filled with vibrant colors and serene landscapes.

Then it’s Helene’s turn.

She stands up confidently, holding her collage high for everyone to see. The room falls into an almost stunned silence as the students take in the image. Helene’s collage is a stark contrast to the others. It’s dominated by images of nearly naked men, all with impossibly perfect faces and bodies. The centerpiece, Tyson Beckford, is unmistakably striking, with the BBC logo hovering in the corner like a brand stamp.

Mrs. Keller’s mouth opens slightly in shock, but she quickly regains her composure, though it’s clear she wasn’t expecting anything like this.

Mrs. Keller: "Helene… could you tell us a little about your collage? What inspired you to create this?"

Helene beams with pride, oblivious to the growing discomfort in the room.

Helene: "These are the men who inspire me because they have the perfect bone structures and faces. I like how they look, and I want to make sure everyone knows what real perfection is. I put Tyson Beckford in the middle because he’s the best, and the BBC logo because it makes it look more official and cool."

The other kids exchange confused and bewildered glances. Tommy whispers to Daniel, "What’s BBC got to do with anything?" while Kristy frowns, unsure of what to make of Helene’s choice of images.

Mrs. Keller struggles to find the right words. She knows she needs to be supportive, but the collage is so unexpected, so unlike anything she’s seen in a classroom project, that she’s momentarily at a loss.

Mrs. Keller: "That’s… quite an interesting collage, Helene. It’s clear you put a lot of thought into it. Remember, everyone finds inspiration in different places, and it’s good that you’ve expressed what you’re passionate about."

She quickly moves on to the next student, hoping to ease the tension in the room. But the image of Helene’s collage lingers in everyone’s minds, a bizarre and unexpected manifestation of her fixation on physical perfection.

Aftermath: A Concerned Teacher​

As the class moves on to their next activity, Mrs. Keller can’t help but feel a growing concern about Helene. This is the second time in as many days that Helene’s projects have been unusually fixated on appearance and idealized beauty, to the point of overshadowing the innocence and creativity she hopes to nurture in her students.

Mrs. Keller decides that it’s time to have a conversation with Helene’s parents. She needs to understand where this fixation is coming from and whether Helene is being exposed to material that’s influencing her in ways that might not be appropriate for her age.

Meanwhile, Helene is content with her collage. To her, it’s a representation of everything she admires and aspires to. She doesn’t see anything wrong with it—in fact, she’s proud of her work and excited to share it with anyone who will listen.

As the rain continues to fall outside, the atmosphere in the classroom is tense, with Helene’s bold and unconventional collage leaving a lasting impression on everyone who saw it.

Helene Shares Her Collage: Mixed Reactions​

As soon as the class ends, Helene can’t wait to show off her collage to her friends. She’s genuinely proud of what she’s created and is eager to share her vision with others. She carefully carries her collage out of the classroom and into the hallway, where she spots a group of girls she often hangs out with—Leslie, Nadine, Patty, Sara, and Valerie.

Helene approaches them with a big smile on her face, holding the collage up for them to see.

Helene: "Hey, guys! Look what I made! Isn’t it amazing?"

The girls turn to look at the collage, their expressions shifting from curiosity to confusion as they take in the images of nearly naked male models, the BBC logo, and Tyson Beckford prominently displayed in the center. They’re not quite sure what to make of it. While they were expecting something more in line with what they had created—images of animals, flowers, or celebrities they liked—Helene’s collage is unlike anything they’ve seen before.

Leslie is the first to speak, her voice hesitant.

Leslie: "Uh, wow, Helene… that’s… different. Why did you put so many pictures of… these guys?"

Nadine adds, her brow furrowed in confusion.

Nadine: "Yeah, what’s with the BBC thing? And who’s that guy in the middle?"

Helene, still beaming with pride, eagerly explains.

Helene: "That’s Tyson Beckford! He’s the perfect man—just look at his bone structure! And all these guys have the best faces. I wanted to show what real perfection looks like. The BBC logo just makes it look more official, like something you’d see in a magazine."

The girls exchange glances, clearly unsure of how to respond. Patty looks at the collage again, trying to understand Helene’s perspective, but it’s clear that they’re all a bit baffled by her obsession.

Sara tries to be polite, though it’s clear she doesn’t quite get it.

Sara: "Well, it’s… really well put together, Helene. You did a good job… I guess?"

Valerie just nods, not knowing what else to say.

Valerie: "Yeah… it’s definitely unique."

Sensing that her friends don’t quite share her enthusiasm, Helene feels a twinge of frustration. She had hoped they would appreciate her work, maybe even admire her vision, but their reactions leave her feeling a little isolated. Still, she shrugs it off, convinced that they just don’t understand what real perfection looks like.

Helene’s Big Reveal to Her Parents: Laughter Ensues​

Later that afternoon, Helene can’t wait to show her collage to her parents, Francine and Gordon. She’s certain that they’ll be impressed by what she’s created, especially since she put so much thought and effort into it. When they arrive home, she eagerly pulls out her collage and presents it to them with a proud smile.

Helene: "Mom, Dad, look at what I made in school today! Isn’t it great?"

Francine and Gordon take a moment to examine the collage, and almost immediately, they start to chuckle. The sight of the nearly naked male models, Tyson Beckford, and the BBC logo all in one place is just too much for them. They try to keep a straight face, but it’s impossible.

Francine bursts into laughter, unable to contain herself.

Francine: "Oh my God, Helene… this is something else! Where did you even come up with this?"

Gordon is laughing too, wiping tears from his eyes.

Gordon: "You’ve really got an eye for… well, I’m not sure what, but this is definitely something, kiddo!"

Helene, confused by their laughter, feels a bit defensive.

Helene: "What? Don’t you like it? I thought you’d think it was cool!"

Francine, still giggling, tries to reassure her daughter.

Francine: "Oh, sweetie, it’s not that we don’t like it—it’s just… unexpected, that’s all. You’ve got quite the imagination!"

Gordon nods in agreement, still grinning.

Gordon: "Yeah, you really went all out with this. It’s just… we didn’t expect you to be so into this kind of thing."

Helene pouts slightly, not fully understanding why her parents are laughing, but she eventually shrugs it off. She knows they don’t mean to hurt her feelings, and she’s still proud of her work, even if they find it more amusing than impressive.

Mrs. Keller’s Concern: A Call to Helene’s Parents​

While Helene is at home showing off her collage, Mrs. Keller is still at the school, finishing up some paperwork. The unusual nature of Helene’s recent projects has been weighing on her mind, and she decides it’s time to talk to Helene’s parents. She’s concerned about the intensity of Helene’s focus on appearance and physical perfection, and she feels it’s important to address it sooner rather than later.

Mrs. Keller picks up the phone and dials the number for Helene’s home. After a few rings, Francine answers, still in a good mood from the earlier laughter.

Francine: "Hello?"

Mrs. Keller: "Hi, Mrs. Smith? This is Mrs. Keller, Helene’s teacher. Do you have a few minutes to talk?"

Francine’s tone becomes more serious, sensing that this might be an important conversation.

Francine: "Oh, sure, Mrs. Keller. Is everything okay?"

Mrs. Keller: "Yes, everything is fine, but I did want to talk to you about something I’ve noticed with Helene lately. It’s not a major issue, but I’ve observed that she’s been very focused on… well, on physical appearance and ideals of beauty, particularly in the last few assignments we’ve done in class."

Francine listens carefully, her earlier amusement fading as she realizes that this might be more serious than she thought.

Mrs. Keller: "Her recent art projects, especially today’s collage, have been heavily focused on images of male models and ideals of physical perfection. I understand that children go through phases and have different interests, but I just wanted to touch base with you to see if there’s anything you’ve noticed at home, or if there’s anything that might be influencing her focus on this particular topic."

Francine glances over at Helene’s collage, which is still sitting on the dining room table, and feels a pang of concern. She hadn’t really thought much of it—after all, kids are kids, and they go through all sorts of phases—but hearing Mrs. Keller’s observations makes her realize that this might be something worth paying attention to.

Francine: "Thank you for bringing this to my attention, Mrs. Keller. Helene has been talking a lot about looks lately, and I guess we didn’t think much of it. But we’ll definitely keep an eye on it and maybe have a talk with her to see where all of this is coming from."

Mrs. Keller: "I appreciate that, Mrs. Smith. Helene is a bright and creative girl, and I just want to make sure she’s getting the right kind of support and encouragement. If there’s anything I can do on my end, please don’t hesitate to let me know."

Francine thanks Mrs. Keller again and hangs up the phone, feeling a bit more serious now. She knows it’s time to sit down with Helene and have a conversation about why she’s so fixated on these ideas and what might be influencing her thoughts. She plans to talk with Gordon about it, too, so they can approach this as a team.

As Francine walks back into the living room, where Helene is now watching TV, she thinks about how best to approach the conversation. Helene is still young, and it’s important to guide her gently, helping her understand that there’s more to life than physical appearance and that true beauty comes from within.

But for now, Helene remains blissfully unaware of the concerns her teacher and parents have. She’s still proud of her collage, confident in her vision of perfection, and happy to share it with anyone who’s willing to look.

Parents Shrug Off Concerns: A Temporary Reprieve​

After the phone call with Mrs. Keller, Francine and Gordon sit down to discuss their daughter’s recent behavior. They consider having a serious talk with Helene about her fixation on physical appearance, but ultimately, they decide to shrug it off for the time being. They rationalize that Helene is still young and going through a phase—one that she’ll likely grow out of with time. After all, they reason, every child goes through strange obsessions, and this is probably just Helene’s way of exploring her interests.

Francine: "She’s just a kid, Gordon. I went through my own weird phases too. Remember when I was obsessed with ponies and wanted to be a jockey?"

Gordon chuckles, nodding. "Yeah, and I wanted to be a superhero. Kids go through phases. Let’s keep an eye on it, but there’s no need to make a big deal out of it right now."

With that, they decide to let it go for the time being, focusing instead on the evening ahead.

The Next Day at School: The Hurricane Video​

The following day, the class is buzzing with energy. Mrs. Keller has planned an educational video about hurricanes, a timely subject given the recent discussions in the news about extreme weather in Florida. The video is meant to teach the kids about the science behind hurricanes, how they form, and their impact on communities, particularly in regions like Florida that are frequently affected.

As the video begins, the students settle down, their eyes glued to the screen. The documentary-style video shows footage of past hurricanes, including Hurricane Andrew, which devastated parts of Florida in 1992. The children watch in fascination as the narrator explains the destructive power of these storms, the efforts made to evacuate people, and the subsequent rebuilding of communities.

An Unexpected Distraction: The Mogger Moment​

About halfway through the video, the scene shifts to a news clip from the aftermath of Hurricane Andrew. The footage shows emergency responders and volunteers helping residents recover from the destruction. In the background of one clip, a man appears—he’s tall, with a perfectly sculpted face, sharp cheekbones, and a jawline that could cut glass. His presence, though brief, is impossible to ignore.

For most of the class, the man is just a fleeting image, a background detail in a larger story. But for Helene, it’s as if the world stops for a moment. Her eyes widen, her heart races, and before she can even think, she jumps up from her seat.

Helene: "MOGGER!" she yells, pointing at the screen with a level of excitement that’s completely out of proportion with what’s happening in the video.

The entire class turns to look at her, stunned by her outburst. Mrs. Keller, who had been sitting quietly at her desk, also looks up, confused by Helene’s sudden excitement.

Tommy and Kristy, sitting closest to Helene, exchange bewildered looks.

Tommy: "What’s a mogger?" he whispers, clearly puzzled.

Kristy shrugs, equally confused.

Mrs. Keller, trying to regain control of the classroom, gently asks,

Mrs. Keller: "Helene, what’s going on? Why did you shout out?"

Helene, still standing and pointing at the screen, can hardly contain her enthusiasm.

Helene: "Didn’t you see him? That guy! He’s a total mogger! His face is perfect—he’s got the best bone structure I’ve ever seen!"

The room falls silent as the kids try to process what Helene just said. Most of them have no idea what she’s talking about, and those who do are still confused about why she’s so worked up over someone in the background of a hurricane video.

Mrs. Keller walks over to the TV, rewinding the footage slightly to see what Helene was reacting to. She sees the man in the background and realizes that this is just another instance of Helene’s growing obsession with physical appearance.

Mrs. Keller: "Helene, I’m glad you’re engaged, but remember, we’re watching this video to learn about hurricanes, not to focus on the people in the background. Please take your seat and let’s continue watching, okay?"

Helene reluctantly sits back down, still buzzing with excitement.

Helene: "But he was amazing… He’s what a real man should look like."

The other kids giggle softly, still unsure of what to make of Helene’s comment, but they quickly turn their attention back to the video as Mrs. Keller presses play again. The video continues, showing more footage of the aftermath and the community’s efforts to rebuild, but Helene’s mind remains fixated on the man she just saw.

As the video ends and the class discusses what they learned about hurricanes, Helene remains somewhat distracted, her thoughts still on the "mogger" she saw. To her, this was another confirmation of her beliefs about physical perfection, and it only strengthens her resolve to keep searching for—and perhaps one day achieving—that level of ideal beauty.

Mrs. Keller's Growing Concern​

Meanwhile, Mrs. Keller can’t shake the feeling that Helene’s fixation is becoming more pronounced. She makes a mental note to follow up with Francine and Gordon again if Helene continues to display such intense reactions. Although her parents had brushed it off before, Mrs. Keller is increasingly concerned that Helene’s obsession with appearance might be something that needs more attention.

For now, though, the day continues as usual. But in the back of her mind, Mrs. Keller knows that Helene’s growing obsession is something she’ll need to keep an eye on. The outburst over the "mogger" in the video is just the latest sign that Helene’s preoccupation with physical appearance is more than just a phase—and it’s starting to impact her behavior in ways that are impossible to ignore.

Helene’s Evaluation Report​

Patient Name: Helene Smith
Date of Birth: March 15, 2016
Age: 8 years
Date of Evaluation: April 20, 2024
Evaluator: Dr. Emily Roberts, PhD, Clinical Psychologist
Referral Source: Mrs. Laura Keller, 1st Grade Teacher, Lincoln Elementary School

Background Information:​

Helene Smith is an 8-year-old girl who was referred for evaluation due to concerns regarding advanced language skills, intense focus on specific interests, and atypical social behaviors. Helene’s parents, Francine and Gordon Smith, reported that Helene has exhibited strong verbal abilities from a young age, often speaking and reading at a level far beyond her peers. Additionally, they have noted her preoccupation with physical appearance, particularly with concepts such as bone structure and physical perfection. Mrs. Keller, Helene’s teacher, expressed concerns about Helene’s fixation on these topics and her social interactions with peers, which led to this referral.

Evaluation Procedures:​

  1. Clinical Interview with Parents: Conducted with Francine and Gordon Smith to gather developmental history and behavioral observations.
  2. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2): A standardized assessment used to evaluate communication, social interaction, and play.
  3. Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V): Administered to assess Helene’s cognitive abilities, including verbal comprehension, perceptual reasoning, working memory, and processing speed.
  4. Vineland Adaptive Behavior Scales, Third Edition (Vineland-3): A parent-report measure used to assess Helene’s adaptive functioning across communication, daily living skills, socialization, and motor skills.
  5. Child Behavior Checklist (CBCL): A parent-report questionnaire used to evaluate a range of emotional and behavioral problems.
  6. Observation in School Setting: Direct observation of Helene in her classroom and during unstructured activities (e.g., recess).

Summary of Findings:​

Cognitive and Intellectual Functioning:

  • WISC-V Results:
    • Verbal Comprehension Index (VCI): 142 (Very Superior)
    • Perceptual Reasoning Index (PRI): 128 (Superior)
    • Working Memory Index (WMI): 118 (High Average)
    • Processing Speed Index (PSI): 102 (Average)
    • Full-Scale IQ (FSIQ): 136 (Very Superior)
Helene’s cognitive abilities are well above average, particularly in the areas of verbal comprehension and perceptual reasoning. Her verbal comprehension index is in the Very Superior range, reflecting advanced language skills and a high capacity for abstract thinking and verbal reasoning. Perceptual reasoning, which assesses nonverbal and visual-spatial problem-solving, is also in the Superior range. Working memory and processing speed are slightly lower but still within the average to high average range.

Social Communication and Behavior:

  • ADOS-2 Results:
    • Social Affect: Elevated score indicating difficulties in social reciprocity, including initiating and maintaining conversations.
    • Restricted and Repetitive Behaviors: Elevated score reflecting a strong focus on specific interests (e.g., physical appearance, bone structure).
    • Overall Classification: Autism Spectrum Disorder (ASD) – High Functioning.
Helene demonstrated a marked preference for discussing topics related to her specific interests, often steering conversations back to these subjects even when others were discussing different topics. Her ability to read social cues was inconsistent, with some difficulty understanding when others were not interested in the same subjects. While she can engage in conversations, they are often one-sided, with Helene focusing on delivering information rather than engaging in reciprocal social interaction.

Adaptive Functioning:

  • Vineland-3 Results:
    • Communication: High (Consistent with verbal abilities)
    • Daily Living Skills: Average
    • Socialization: Below Average
    • Motor Skills: Average
Helene’s adaptive functioning is consistent with her cognitive profile. She excels in communication, reflecting her advanced language abilities. However, her socialization scores are below average, which aligns with the observed difficulties in social interactions. Daily living skills and motor skills are within the average range.

Behavioral Observations:

Helene was observed to engage in repetitive behaviors, such as talking about specific topics (e.g., physical appearance, bone structure) and arranging objects in a particular order. These behaviors appear to be soothing for her and are often related to her interests. During free play and group activities, she tended to isolate herself, preferring to engage in solitary activities or engage with others only when the conversation revolved around her specific interests.

Diagnosis:​

Based on the results of the comprehensive assessment, Helene meets the criteria for Autism Spectrum Disorder (ASD), specifically within the high-functioning range. This diagnosis is supported by her advanced verbal abilities, intense focus on specific interests, repetitive behaviors, and social communication difficulties.

Diagnosis: Autism Spectrum Disorder (ASD) – Level 1 (Requiring Support) with High Functioning

Recommendations:​

  1. Social Skills Training: Helene would benefit from social skills training to improve her ability to engage in reciprocal conversations, read social cues, and expand her range of interests in social settings.
  2. Cognitive-Behavioral Therapy (CBT): CBT can help Helene manage any anxiety related to social interactions and help her develop coping strategies for situations where her routines or interests cannot be accommodated.
  3. Speech and Language Therapy: While Helene’s language skills are advanced, speech therapy focused on pragmatic language skills may help her better navigate social interactions.
  4. Educational Support: Continue with her current placement but consider an Individualized Education Program (IEP) to ensure that her educational needs are met, particularly in social-emotional learning.
  5. Parental Guidance: Provide Francine and Gordon with resources and support groups for parents of children with high-functioning autism to help them understand and support Helene’s unique needs.
  6. Regular Monitoring: It is recommended that Helene be re-evaluated annually to monitor her progress in social skills and adaptive functioning.

Prognosis:​

With appropriate support and intervention, Helene is expected to continue to thrive academically and make progress in social and adaptive functioning. Early intervention and continued support will be crucial in helping her navigate social situations and expand her range of interests and coping strategies.

Evaluator:
Emily Roberts, PhD
Clinical Psychologist

Reviewed and Approved by:
John T. Morrison, MD
Developmental Pediatrician

looksmax.org

Little girl starts bonesmashing, caught by her mum

Helene’s Disturbing New Habit: Bonesmashing Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content...
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Xangsane said:
Helene’s Disturbing New Habit: Bonesmashing

Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content has taken a dark turn, introducing her to a new and disturbing concept: bonesmashing.

Bonesmashing is a controversial and potentially dangerous practice where people attempt to reshape their facial bones by repeatedly hitting them with their hands or other objects. The idea, as presented in these videos, is that by “smashing” certain areas of the face, you can create more defined features, improve your facial symmetry, and ultimately, become more attractive.

Helene, too young to fully understand the risks, watches these videos with a mix of fascination and fear. The influencers in the videos make it seem easy, almost like a fun, quirky beauty hack. They show before-and-after photos, claiming that their new, sharper features are the result of bonesmashing. The more Helene watches, the more she starts to believe that this could be a way for her to improve her own appearance.

With a sense of nervous excitement, Helene decides to try it herself. She hesitates for a moment, looking at her reflection in the mirror. Her young face is still soft, her features not yet fully formed, but she’s already begun to internalize the toxic messages she’s been consuming. She wants to look better, to be prettier, and if this is what it takes, she’s willing to try.

She raises her hand and, with a tentative tap, hits her cheekbone. It doesn’t hurt much, just a dull thud that barely registers. Encouraged by the lack of pain, Helene taps again, this time with a little more force. She doesn’t notice the slight redness that starts to appear, the way her skin reacts to the repeated impact.

For a few minutes, she continues this pattern, alternating between her cheeks and jawline, hitting them with her hands in a misguided attempt to “smash” her bones into a more desirable shape. She’s so focused on what she’s doing that she doesn’t hear her mother, Francine, approaching her room.

When Francine opens the door and sees what Helene is doing, she’s stunned.

Francine: “Helene! What on earth are you doing?”

Startled, Helene stops mid-smash, her face turning bright red as she realizes she’s been caught. She quickly lowers her hands, looking guilty and a little scared.

Helene: *“Nothing, Mom. I was just…”

Francine’s eyes widen as she notices the slight redness on Helene’s cheeks, the way her daughter seems to be trying to hide something.

Francine: “Were you… were you hitting your face?”

Helene doesn’t know how to respond. She’s never seen her mother look so concerned, and she feels a lump form in her throat. She nods slightly, unable to meet Francine’s gaze.

Francine is horrified. She kneels down to Helene’s level, gently taking her daughter’s hands in hers.

Francine: “Helene, sweetheart, why would you do something like that? Who told you this was okay?”

Tears start to well up in Helene’s eyes as the reality of what she’s been doing sinks in. She feels ashamed, embarrassed, and confused.

Helene: “I… I saw it on TikTok. They said it would make me prettier.”

Francine feels a wave of anger and sadness wash over her. How could something like this be happening to her little girl? She pulls Helene into a hug, holding her tightly as she tries to process what she’s just witnessed.

Francine: “Oh, Helene… you don’t need to do that. You’re already beautiful, just the way you are. Those people on TikTok, they don’t know what they’re talking about. They’re wrong, and I don’t want you to ever do this again, okay?”

Helene nods, clinging to her mother, but the damage has already been done. The seeds of insecurity that were planted by the content she’s been consuming have taken root, and it will take more than just a hug to undo them.

Francine knows this, and as she holds her daughter, she makes a silent vow to protect Helene from the toxic influence of social media, to help her build a healthy self-image before it’s too late. But she also realizes that this is just the beginning of a much larger battle, one that will require constant vigilance and support if Helene is going to grow up feeling confident and secure in who she is.

As Francine pulls back and wipes away Helene’s tears, she tries to smile, to reassure her daughter that everything will be okay. But deep down, she knows that things are more complicated than they seem, and she worries about what the future holds for her precious little girl.

Helene at the Playground: A New Obsession​

Helene has always been a curious and impressionable child, but lately, her curiosity has taken a more intense turn. Ever since she stumbled upon the world of looksmaxxing, her thoughts have been consumed by ideas of self-improvement—particularly mewing and bonesmashing. The content she’s been exposed to online, coupled with her youthful impressionability, has made these concepts seem like the keys to unlocking the beauty and confidence she believes she needs.

Today, Helene is at the local playground, a place that used to be her escape for simple fun and games. But now, it’s become something more—a stage where she can share her newfound knowledge with the other kids. She’s convinced that by teaching them the techniques she’s learned, she’s helping them become the best versions of themselves, just as she’s trying to do.

Helene sits on one of the swings, her small frame dwarfed by the playground equipment around her. A few other kids have gathered around, drawn by her confident demeanor and the odd, almost scientific way she talks about things most of them have never heard of before.

Helene: "Okay, everyone, listen up. I’m going to show you how to mew properly. You have to keep your tongue on the roof of your mouth all the time—like this."

She demonstrates, pressing her tongue against the roof of her mouth with an exaggerated motion, making sure everyone can see. The other kids watch with a mix of curiosity and confusion, some trying to mimic her, while others just stare, unsure of what to make of this new "game."

Helene: "And if you want to really change your face, you have to do bonesmashing. It’s where you tap on your face to make the bones grow stronger. But you have to be careful not to hurt yourself."

She pulls out a small, rounded stone she found in her backyard, showing it to the group like a prized possession.

Helene: "This is what I use. You just tap it against your cheekbones and jawline, but don’t do it too hard. You don’t want to break anything—just make your bones stronger."

One of the kids, a boy named Tommy, who’s a couple of years younger than Helene, frowns and raises his hand, as if he’s in a classroom.

Tommy: "Why do we have to do all this? Can’t we just play tag or something?"

Helene gives him a serious look, as if he’s missed the point entirely.

Helene: "Because if you do this stuff now, you’ll grow up to be really good-looking. Like Jordan Barrett!"

The mention of Jordan Barrett lights up her face with excitement. Jordan Barrett is her latest obsession—a model she discovered while scrolling through the internet. To Helene, he’s the epitome of what she wants to achieve through looksmaxxing: striking features, a perfectly sculpted face, and an effortless coolness that she can’t help but admire.

Helene: "Jordan Barrett is a model, and he’s super handsome. If you look like him, everyone will like you. That’s why you have to start early. The earlier you start, the better you’ll look when you grow up."

Some of the kids nod, taking her words to heart, while others just shrug, still more interested in the swings and slides than in Helene’s strange new obsession. But Helene doesn’t mind. She’s determined to keep teaching them, convinced that she’s onto something important, something that could change their lives.

As she continues to talk about mewing and bonesmashing, Helene’s mind drifts back to Jordan Barrett. She’s spent hours looking at pictures of him, watching interviews, and reading about his life. To her, he represents the ultimate goal—someone who has achieved physical perfection and, as a result, commands attention and admiration wherever he goes.

Helene has even started a small notebook where she keeps notes on everything she learns about looksmaxxing, including tips she thinks might help her look more like her idol. She’s too young to fully understand the complexities and pressures of beauty standards, but in her mind, she’s convinced that following these routines will lead to the kind of life she dreams about—one where she’s admired, loved, and confident.

Back at the playground, one of the girls, Lily, timidly asks a question.

Lily: "Helene, do you really think doing all this will make us look like that Jordan guy?"

Helene nods emphatically, her eyes shining with certainty.

Helene: "Yes! But you have to start now and be consistent. It’s like working out—if you want to get strong, you have to exercise every day. This is the same, but for your face."

The other kids exchange looks, some intrigued, others skeptical. But Helene doesn’t notice the hesitation. She’s too focused on her mission, too wrapped up in the belief that she’s discovered something that could make her life, and theirs, better.

As the afternoon wears on, Helene continues to teach her "lessons," showing the kids how to mew, how to gently tap their faces with stones, and explaining why it’s all so important. She’s so absorbed in her newfound passion that she doesn’t realize how unusual her behavior might seem to others—especially adults.

But for now, Helene is content, driven by the belief that she’s on the path to achieving the kind of beauty and confidence she sees in Jordan Barrett. And she’s determined to bring her friends along for the ride, whether they understand it or not.

The Next Day at School: Helene’s New Mission​

The next day at school, Helene arrives with a renewed sense of purpose. The playground lessons she gave the day before have only fueled her enthusiasm, and she’s eager to continue spreading her knowledge. Her obsession with looksmaxxing, particularly mewing and bonesmashing, has taken hold of her young mind, and she’s convinced that she’s onto something important—something that could change not just her life, but the lives of her classmates as well.

In the Classroom: An Unusual Focus​

In class, Helene tries to focus on the lesson being taught, but her mind keeps drifting back to her mission. She glances around the classroom at her peers, mentally noting the ones she thinks could benefit from her advice. She’s particularly focused on their facial features, imagining how much more "perfect" they could be with a little bit of mewing and bonesmashing.

Her teacher, Mrs. Keller, is discussing a history lesson, but Helene is only half-listening. She’s too busy making plans for recess, when she’ll have the chance to continue her teachings. She can’t wait to gather her friends and show them more of what she’s learned. In her mind, she’s helping them, giving them a gift that will make them better versions of themselves.

The bell finally rings for recess, and Helene is one of the first out of the classroom, practically buzzing with excitement.

On the Playground: Helene’s Workshop​

Out on the playground, Helene quickly gathers a small group of kids, most of whom had listened to her the day before. They’re curious, intrigued by her confidence and the strange new "techniques" she’s been teaching.

Today’s group includes Aletta, a tall girl with a serious expression; Bud, a boy with a messy mop of hair and an easygoing attitude; Carlotta, a quiet girl who always seems to be thinking; Daniel, a boy with freckles and a bright smile; Emilia, a girl with curly hair and a quick wit; Fabio, a boy who’s always full of energy; Gilma, a shy girl who often sticks to the sidelines; Hector, a boy who’s always up for something new; Ileana, a girl with big, curious eyes; John, a quiet boy with glasses; Kristy, a bubbly girl with a big personality; and Lane, a boy who’s always asking questions.

They gather around Helene, who stands on a small hill in the playground, ready to teach.

Helene: "Okay, everyone! Today, I’m going to show you more about mewing and bonesmashing. Remember, these are the secrets to looking really good when you grow up. You just have to start now."

The kids watch her closely, some still skeptical, but most of them are willing to give it a try, especially since Helene seems so confident about it. Helene starts with a quick recap of mewing, demonstrating how to press the tongue against the roof of the mouth.

Helene: "Mewing is the first step. You have to keep your tongue on the roof of your mouth all the time, except when you’re eating or talking. It helps your face grow in the right way. See, like this!"

She exaggerates the motion again, and a few of the kids try to mimic her, pressing their tongues against the roofs of their mouths, some with more success than others. Helene walks around, gently correcting them, making sure they’re doing it "right."

Helene: "Good, good! You’re getting it. Now, for bonesmashing, you have to be careful. Remember, we’re just tapping, not hitting hard. We’re trying to make our bones stronger, not hurt ourselves."

She pulls out the same small stone from yesterday, showing it to the group like a prized artifact.

Helene: "This is what I use. But you can use anything that’s smooth and rounded. Watch how I do it."

She lightly taps the stone against her cheekbones and jawline, moving slowly and deliberately. The kids watch, some with fascination, others with uncertainty.

Bud and Daniel are the first to try, each picking up small stones they found near the playground. They mimic Helene’s motions, tapping their faces lightly, while the others watch to see how it’s done.

Bud: "Like this, right?"

Helene: "Exactly! But remember, don’t press too hard. It’s just about building up the bones over time."

Soon, the other kids join in, some using their fingers if they can’t find stones, gently tapping their cheeks and jaws. Aletta and Kristy seem particularly interested, asking Helene more questions about how often they should do it and if there are other "secrets" to looking good.

Emilia, ever the practical one, raises a question.

Emilia: "But how do you know this works? Have you seen it actually change someone’s face?"

Helene hesitates for a moment, not having a real answer. But then she thinks of Jordan Barrett, her obsession, and how she’s read stories online about people who have changed their looks with these techniques.

Helene: "I’ve read about it, and I know it works. There are people who’ve changed their faces by doing this, and I want to look like Jordan Barrett when I grow up. He’s a model, and everyone says he’s really handsome."

Fabio perks up at the mention of a model, his curiosity piqued.

Fabio: "Jordan Barrett? Who’s that?"

Helene smiles, excited to share her admiration.

Helene: "He’s this really handsome model. You should see his pictures—his face is perfect! That’s why I’m doing all this. I want to look like him, and you guys can look amazing too if you keep doing these things."

The kids nod, some more convinced than others, but they all continue to follow Helene’s lead. To them, this is a new and interesting way to spend recess, and they’re drawn to Helene’s confidence and enthusiasm.

As the playground buzzes with activity, Helene feels a sense of accomplishment. She’s not just playing—she’s teaching, guiding her friends toward what she believes is a path to beauty and confidence. She’s too young to fully understand the complexities and dangers of the content she’s been consuming, but in her mind, she’s helping her friends, and that makes her feel important, even special.

The bell rings, signaling the end of recess, and the kids reluctantly drop their stones and stop their mewing practice. As they head back to class, Helene walks with them, feeling a sense of pride. She’s spreading the word, making a difference, and that’s all that matters to her.

As they return to their classroom, Helene is already thinking about what else she can teach them tomorrow, what new techniques or tips she can share. She’s determined to keep helping her friends, to keep pushing them—and herself—toward the ideal of beauty she’s fixated on.

But as the day continues, Helene remains unaware of the deeper implications of her actions, of how her young mind is being shaped by the obsessive content she’s encountered online. For now, she’s just a girl on a mission, eager to share what she’s learned and to make her mark on the world around her.

In Class: The Dinner Question​

It's the following day, and Helene is back in her classroom. The teacher, Mrs. Keller, has decided to start the day with a fun, light-hearted question to get the students thinking and engaged. She asks the class to imagine if they could have dinner with anyone in the world—past or present, real or fictional—who would it be and why?

The students are excited about the question, and hands shoot up all around the room. As Mrs. Keller starts calling on students, the answers range from historical figures to beloved fictional characters, to pop stars and athletes.

Daniel is the first to answer.

Daniel: "I’d like to have dinner with Albert Einstein. I want to know what it’s like to be that smart!"

The class nods in agreement, with a few murmurs of "cool" and "good choice" rippling through the room. Mrs. Keller smiles, clearly pleased with the thoughtful answer.

Next, Kristy raises her hand eagerly.

Kristy: "I’d love to have dinner with Taylor Swift. I think she’s amazing, and I want to ask her all about her music and how she writes her songs!"

A few of the girls in the class giggle and nod enthusiastically, agreeing with Kristy’s choice. Mrs. Keller chuckles, nodding in approval.

Mrs. Keller: "That’s a great choice, Kristy. I bet she’d have a lot of interesting things to say."

The answers continue, with students choosing a variety of figures from history, sports, music, and movies. Emilia picks Amelia Earhart, wanting to learn more about her adventures; Fabio chooses Spider-Man, because he thinks it would be cool to talk to a superhero; and Bud chooses LeBron James, hoping to get some tips on basketball.

Finally, it’s Helene’s turn. She’s been sitting quietly, waiting for her moment to answer. When Mrs. Keller calls on her, Helene sits up straight, her expression serious and intense.

Mrs. Keller: "And what about you, Helene? Who would you like to have dinner with?"

Helene takes a deep breath, her answer ready and delivered with absolute conviction.

Helene: "I want to have dinner with David Gandy, Jordan Barrett, and all the top male models who have perfect bone structures."

The classroom falls into stunned silence. The other kids exchange bewildered glances, and even Mrs. Keller is momentarily speechless, clearly not expecting such an answer. Helene’s face is earnest, completely unaware of how unusual her response is.

After a beat, the class begins to react. A few kids snicker, unsure if Helene is serious or if she’s somehow making a joke they don’t understand. Tommy from the back row blurts out,

Tommy: "Who the heck is Jordan Barrett?"

Kristy whispers to Lane, "What’s a bone structure?" while Daniel leans over to Bud, asking, "Isn’t David Gandy that model guy from those ads?"

Mrs. Keller finally regains her composure, though it’s clear she’s both amused and a bit concerned by Helene’s answer.

Mrs. Keller: "Well, that’s… certainly an interesting choice, Helene. Why do you want to have dinner with those particular people?"

Helene, undeterred by the confusion and giggles around her, explains with the same intensity she’s shown in her playground lessons.

Helene: "Because they have the best bone structures in the world, and I want to know how they did it. I want to learn everything about how they look the way they do. Maybe they can give me tips on mewing and bonesmashing, too."

The class erupts into laughter now, with some kids genuinely amused, while others are simply baffled by Helene’s answer. Mrs. Keller tries to maintain order, but she’s clearly at a loss for how to address such a response.

Mrs. Keller: "Okay, class, settle down, settle down. Helene, thank you for sharing your thoughts with us. Everyone has their own interests, and it’s okay to be passionate about what you care about. But let’s remember that dinner isn’t just about looks—it’s about good conversation and learning from each other, too."

Helene nods, but it’s clear that her fixation on bone structure and looksmaxxing is stronger than ever. She’s not embarrassed or discouraged by the reaction from her classmates—instead, she feels even more convinced that she’s on the right path, and that one day, she’ll understand the secrets behind the perfect faces she admires so much.

As the class moves on to the next activity, Mrs. Keller makes a mental note to keep an eye on Helene. She’s a bright girl, but her fixation on appearance and her strange new interests are a bit worrying. She decides she’ll mention it to the school counselor, just to make sure Helene is doing okay.

Meanwhile, Helene continues to think about her idols, convinced that one day, she’ll find a way to achieve the perfect look she dreams of—just like David Gandy and Jordan Barrett.

The Drawing Exercise: Helene’s Interpretation​

After the morning discussion, Mrs. Keller decides to move on to a creative exercise to help the students unwind a bit and channel their energy into something artistic. She announces to the class that they’ll be doing a drawing exercise, and the subject will be a classic one: Jesus.

Mrs. Keller: "Alright, class, for our next activity, I want you to draw a picture of Jesus. You can use any style you like, and feel free to add your own personal touch. Remember, this is your interpretation, so there’s no right or wrong way to do it."

The students eagerly get to work, pulling out their colored pencils, crayons, and markers. They begin to sketch their versions of Jesus, with each student bringing their own imagination and creativity to the task. Some focus on the traditional images they’ve seen in churches or in their homes, while others let their imaginations run wild, adding bright colors, flowing robes, and peaceful expressions.

Daniel draws a serene figure with a halo of light, his hands raised in a gesture of blessing. Kristy adds a background of fluffy clouds and sunshine, giving her Jesus a gentle smile and soft eyes. Bud focuses on the details of the robe, making sure every fold is just right, while Emilia uses vibrant colors to create a vivid, almost dreamlike scene.

But when it comes to Helene, her drawing takes on a life of its own—one that is utterly consumed by her current obsession with looksmaxxing and bone structure.

Helene starts by sketching the face, but instead of drawing a traditional image of Jesus, she focuses on giving him what she considers the "perfect" bone structure. His jawline is exaggeratedly sharp, with high, prominent cheekbones that seem more fitting for a fashion model than a religious figure. She pays particular attention to the symmetry of the face, making sure everything aligns perfectly according to the ideals she’s internalized.

Next, Helene moves on to the body. Instead of the gentle, flowing robes that her classmates have drawn, she gives Jesus an athletic, almost muscular physique. His torso is well-defined, with visible abs and broad shoulders that look like they belong on a Greek statue. She even adds in small details like veins on the arms and a prominent Adam’s apple, things she’s come to associate with the ideal male form.

Finally, Helene adds a halo, but it’s more of an afterthought, almost like a glowing crown meant to complement the "perfect" figure she’s created. The overall effect is jarring, a stark contrast to the softer, more traditional images being drawn by the other students.

When the time comes for the students to share their drawings, the differences between Helene’s work and that of her classmates are immediately apparent. The other students’ drawings depict a gentle, compassionate Jesus, full of warmth and love. But Helene’s Jesus looks more like a hyper-masculine model, with chiseled features and a bodybuilder’s physique.

Mrs. Keller walks around the classroom, glancing at each drawing with encouraging words for the students. But when she reaches Helene’s desk, she stops, her eyes widening slightly as she takes in the image.

Mrs. Keller: "Oh… that’s… very interesting, Helene."

The other kids notice Mrs. Keller’s reaction and start to gather around Helene’s desk, curious to see what she’s drawn. As they catch sight of the image, a mix of reactions ripples through the group—some giggle nervously, while others just stare, unsure of what to make of it.

Tommy, always the one to speak up, blurts out,

Tommy: "Why does Jesus look like a bodybuilder?"

Kristy adds, "Yeah, and why does his face look so… sharp?"

Helene, oblivious to the confusion and the subtle mockery, explains with confidence.

Helene: "I wanted to draw Jesus with perfect bone structure and a strong body. That’s how I think he would look—like someone who’s really powerful and perfect."

The class falls silent again, unsure of how to respond to Helene’s explanation. Mrs. Keller smiles gently, trying to find the right words to both encourage Helene’s creativity and gently steer her back to more age-appropriate interests.

Mrs. Keller: "It’s clear you put a lot of thought into this, Helene. It’s always good to explore different ideas in your art. But remember, it’s also important to think about the messages we’re sharing in our drawings. Sometimes, simplicity and kindness in our depictions can speak just as powerfully as strong features."

Helene nods, but it’s clear that she’s still fixated on her ideas of perfection and ideal beauty. She doesn’t see anything wrong with her drawing—in fact, she’s proud of it. To her, she’s depicted Jesus as the ultimate figure of perfection, both spiritually and physically.

As the class moves on to the next activity, Mrs. Keller can’t help but feel a bit concerned about Helene. Her fixation on appearance and bone structure is growing more apparent with each passing day, and Mrs. Keller decides it might be time to speak with Helene’s parents about what she’s been noticing.

Meanwhile, Helene remains in her own world, satisfied with her drawing and the work she’s done to capture what she sees as the ultimate ideal. She’s convinced that her interpretation is just as valid as anyone else’s, if not more so. As she puts her drawing away, she feels a sense of accomplishment, unaware of the deeper concerns her fixation is raising among those around her.

Playtime: The Perfect Man Drawing​

It’s a rainy day, and instead of running around the playground, the children are gathered in the covered area where they can stay dry. The girls decide to pass the time by drawing pictures, and someone suggests they all draw their "perfect man." It’s a playful, innocent idea, meant to pass the time and let their imaginations run wild.

Kristy is the first to start, grabbing a piece of paper and some colored pencils. She begins sketching a man with kind eyes and a warm smile, the type of figure she imagines would be caring and sweet. Emilia and Aletta join in, drawing their versions of a prince charming, complete with soft features, kind expressions, and gentle eyes. Lily adds a little twist to her drawing, giving her perfect man a heroic stance like a knight, with broad shoulders and a protective demeanor.

As the girls chat and giggle, Helene quietly sets to work on her drawing. But unlike the other girls, Helene’s concept of the "perfect man" has been heavily influenced by her recent obsessions. She starts by drawing the face, focusing intently on every detail. In her mind, this man must embody all the traits she admires in her idols—Hernán Drago’s rugged masculinity, Sean O’Pry’s striking features, and Jordan Barrett’s youthful, model-like perfection.

Helene’s pencil moves rapidly across the paper as she sketches out a man with impossibly sharp cheekbones, a chiseled jawline, and deep-set, piercing eyes. She exaggerates the symmetry of his face, making sure everything is perfectly aligned. His eyebrows are thick and defined, his nose straight and strong, and his lips are full, with a slight smirk that hints at confidence and power.

Next, she moves on to the body, giving him broad shoulders and a muscular chest. She doesn’t just stop at a strong build; she adds intricate details like visible veins on his forearms and defined abs that peek through a tight-fitting shirt. Helene is meticulous, ensuring that every muscle is perfectly sculpted, just like in the images she’s seen of her favorite male models.

As Helene works, the other girls glance over at her drawing, and it doesn’t take long before they start to notice how different her vision of the "perfect man" is compared to theirs. Kristy is the first to say something, her voice a mix of curiosity and disbelief.

Kristy: "Whoa, Helene! Who is that supposed to be?"

Helene doesn’t look up from her drawing, too focused on getting every detail right.

Helene: "He’s my perfect man. He has the best bone structure and the perfect body. He’s like Hernán Drago, Sean O’Pry, and Jordan Barrett all in one."

The other girls exchange glances, not entirely sure who those people are, but sensing that Helene’s idea of perfection is on a whole different level. Emilia leans over to get a better look at the drawing and her eyes widen.

Emilia: "He looks like a superhero or something. But, like… a model superhero."

Lily, who’s been quietly watching, finally speaks up.

Lily: "He’s really… different from what we drew. Why does he look so serious?"

Helene finally looks up, her expression serious and determined.

Helene: "Because he’s perfect. He has to look strong and confident. That’s what makes him the best."

The other girls look at each other, unsure of how to respond. There’s a mix of admiration for Helene’s drawing skills and a bit of discomfort at how intense her depiction is compared to their more playful, softer versions.

Aletta tries to lighten the mood with a laugh.

Aletta: "Well, I think my perfect man would be someone who’s nice and fun. Maybe he doesn’t have to be a supermodel!"

The other girls giggle, nodding in agreement, but Helene doesn’t join in. She looks back down at her drawing, feeling a bit isolated in her views but still convinced that her version of perfection is the right one.

As the girls finish up their drawings, they start showing them to each other. Kristy’s perfect man is a kind-looking guy with messy hair and a big smile. Emilia’s is a charming prince with a soft, inviting expression. Lily’s man is strong and heroic, with a sword and a shield, but still has gentle eyes.

When it’s Helene’s turn to show her drawing, the reaction is immediate. The girls are both amazed and a little taken aback. Her drawing is hyper-realistic, almost too perfect, with a man who looks more like a character from a high-fashion magazine than someone you’d meet in real life.

Kristy looks at the drawing, then at Helene.

Kristy: "He looks like someone from one of those ads in my mom’s magazines. He’s really good-looking, but… he doesn’t look like a real person."

Lily nods, trying to be diplomatic.

Lily: "Yeah, he’s really handsome, Helene. But maybe… maybe he’d be a little nicer if he smiled more?"

Helene shrugs, unfazed by their reactions.

Helene: "I don’t care if he’s nice. He just has to be perfect."

The girls exchange more glances, realizing that Helene’s idea of perfection is very different from theirs. They respect her drawing skills, but they can’t quite connect with her vision. To them, a perfect man is someone who’s kind, fun, and caring—not just someone with perfect bone structure and a chiseled body.

As playtime comes to an end, the girls gather up their drawings, chatting excitedly about other things. Helene stays quiet, holding her drawing close as she thinks about how she could make it even better. She’s proud of her work, but a small part of her wonders why the other girls don’t see things the way she does.

As the day goes on, Helene’s mind remains fixed on her vision of perfection, even as the world around her continues with its more lighthearted and innocent games. She’s on a path that’s different from her peers, driven by her fixation on the ideals she’s absorbed from the world of looksmaxxing, and it’s starting to set her apart in ways she’s only beginning to understand.

The Collage Project: Helene’s Unique Vision​

It's art time in class, and Mrs. Keller has a new project for the students. She gathers the kids around and explains that they’ll be making collages today. The theme, she says, is "What Inspires You." The students are free to choose any topic that they feel passionate about—nature, family, sports, or even their favorite hobbies. Mrs. Keller encourages them to be creative and to use a variety of materials, including magazines, printed images, and colored paper.

Mrs. Keller: "Remember, this is your chance to show what truly inspires you. Don’t be afraid to think outside the box. You can use any materials we have here, or if you need to find something specific, you can use the computer to search for images."

The kids are excited and immediately start brainstorming ideas. Kristy decides she wants to make a collage about animals, featuring pictures of her favorite pets and wildlife. Daniel is going to focus on his love for soccer, cutting out images of famous players and soccer balls. Emilia and Aletta are both drawn to nature themes, planning to use pictures of flowers, trees, and sunsets to create their collages.

But Helene, as always, has something very different in mind.

As soon as Mrs. Keller gives the go-ahead, Helene’s mind races with ideas. She already knows exactly what inspires her: perfect faces, ideal bone structures, and flawless male models. She’s been obsessed with these ideals for weeks, and now she has the perfect opportunity to showcase her vision.

Helene's Collage: A Fashion Ad on Steroids​

Helene heads straight to the stack of old magazines, flipping through them with purpose. She’s not interested in the typical images that most of the other kids are cutting out. Instead, she searches for pictures of male models—men who embody the perfection she’s been so fixated on.

As she works, Helene finds images of men with sharp cheekbones, chiseled jaws, and athletic physiques. She tears out every picture that fits her criteria, her pile of images quickly growing. But she’s not satisfied with just these clippings. She needs something more to complete her collage.

Helene: "Mrs. Keller, can I use the computer to find some pictures?"

Mrs. Keller, who’s been helping another student with their collage, looks over and nods.

Mrs. Keller: "Of course, Helene. Just make sure you print out what you need quickly so others can have a turn too."

Helene hurries to the classroom computer, her fingers moving rapidly on the keyboard as she searches for exactly what she wants. She types in names she’s memorized—Tyson Beckford, David Gandy, Sean O’Pry—and finds high-resolution images of them in various poses. She’s particularly drawn to an iconic image of Tyson Beckford, shirtless and confident, that will serve as the centerpiece of her collage.

But Helene’s not done yet. As she continues searching, she comes across the British Broadcasting Corporation (BBC) logo, and without fully understanding its typical context, she decides it will add a bold, stylish touch to her collage. She prints it out, along with the model images, and heads back to her desk.

The Final Product: An Unexpected Result​

As the other students are cutting out images of nature, sports, and pets, Helene meticulously arranges her collage. The centerpiece is the massive picture of Tyson Beckford, which she places right in the middle. Around it, she carefully positions the images of other nearly naked male models, each one chosen for their perfect faces and ideal bodies.

Finally, she places the BBC logo prominently in the upper corner, thinking it adds an element of sophistication and a touch of the "global" appeal she associates with these images. Helene’s collage now resembles something akin to a high-fashion advertisement from the 1990s—a striking, bold, and somewhat disconcerting display of male beauty that stands in stark contrast to the other students’ projects.

The Class Reaction: Stunned Silence​

As the students finish their collages, Mrs. Keller asks each of them to present their work and explain what inspired them. The kids are excited to share, and one by one, they hold up their collages. Kristy shows off her animal-themed collage, with pictures of cute puppies, kittens, and wild animals. The class "oohs" and "aahs" at the adorable images. Daniel proudly presents his soccer-themed collage, which features action shots of famous players and a huge soccer ball in the center. Emilia and Aletta present their nature collages, filled with vibrant colors and serene landscapes.

Then it’s Helene’s turn.

She stands up confidently, holding her collage high for everyone to see. The room falls into an almost stunned silence as the students take in the image. Helene’s collage is a stark contrast to the others. It’s dominated by images of nearly naked men, all with impossibly perfect faces and bodies. The centerpiece, Tyson Beckford, is unmistakably striking, with the BBC logo hovering in the corner like a brand stamp.

Mrs. Keller’s mouth opens slightly in shock, but she quickly regains her composure, though it’s clear she wasn’t expecting anything like this.

Mrs. Keller: "Helene… could you tell us a little about your collage? What inspired you to create this?"

Helene beams with pride, oblivious to the growing discomfort in the room.

Helene: "These are the men who inspire me because they have the perfect bone structures and faces. I like how they look, and I want to make sure everyone knows what real perfection is. I put Tyson Beckford in the middle because he’s the best, and the BBC logo because it makes it look more official and cool."

The other kids exchange confused and bewildered glances. Tommy whispers to Daniel, "What’s BBC got to do with anything?" while Kristy frowns, unsure of what to make of Helene’s choice of images.

Mrs. Keller struggles to find the right words. She knows she needs to be supportive, but the collage is so unexpected, so unlike anything she’s seen in a classroom project, that she’s momentarily at a loss.

Mrs. Keller: "That’s… quite an interesting collage, Helene. It’s clear you put a lot of thought into it. Remember, everyone finds inspiration in different places, and it’s good that you’ve expressed what you’re passionate about."

She quickly moves on to the next student, hoping to ease the tension in the room. But the image of Helene’s collage lingers in everyone’s minds, a bizarre and unexpected manifestation of her fixation on physical perfection.

Aftermath: A Concerned Teacher​

As the class moves on to their next activity, Mrs. Keller can’t help but feel a growing concern about Helene. This is the second time in as many days that Helene’s projects have been unusually fixated on appearance and idealized beauty, to the point of overshadowing the innocence and creativity she hopes to nurture in her students.

Mrs. Keller decides that it’s time to have a conversation with Helene’s parents. She needs to understand where this fixation is coming from and whether Helene is being exposed to material that’s influencing her in ways that might not be appropriate for her age.

Meanwhile, Helene is content with her collage. To her, it’s a representation of everything she admires and aspires to. She doesn’t see anything wrong with it—in fact, she’s proud of her work and excited to share it with anyone who will listen.

As the rain continues to fall outside, the atmosphere in the classroom is tense, with Helene’s bold and unconventional collage leaving a lasting impression on everyone who saw it.

Helene Shares Her Collage: Mixed Reactions​

As soon as the class ends, Helene can’t wait to show off her collage to her friends. She’s genuinely proud of what she’s created and is eager to share her vision with others. She carefully carries her collage out of the classroom and into the hallway, where she spots a group of girls she often hangs out with—Leslie, Nadine, Patty, Sara, and Valerie.

Helene approaches them with a big smile on her face, holding the collage up for them to see.

Helene: "Hey, guys! Look what I made! Isn’t it amazing?"

The girls turn to look at the collage, their expressions shifting from curiosity to confusion as they take in the images of nearly naked male models, the BBC logo, and Tyson Beckford prominently displayed in the center. They’re not quite sure what to make of it. While they were expecting something more in line with what they had created—images of animals, flowers, or celebrities they liked—Helene’s collage is unlike anything they’ve seen before.

Leslie is the first to speak, her voice hesitant.

Leslie: "Uh, wow, Helene… that’s… different. Why did you put so many pictures of… these guys?"

Nadine adds, her brow furrowed in confusion.

Nadine: "Yeah, what’s with the BBC thing? And who’s that guy in the middle?"

Helene, still beaming with pride, eagerly explains.

Helene: "That’s Tyson Beckford! He’s the perfect man—just look at his bone structure! And all these guys have the best faces. I wanted to show what real perfection looks like. The BBC logo just makes it look more official, like something you’d see in a magazine."

The girls exchange glances, clearly unsure of how to respond. Patty looks at the collage again, trying to understand Helene’s perspective, but it’s clear that they’re all a bit baffled by her obsession.

Sara tries to be polite, though it’s clear she doesn’t quite get it.

Sara: "Well, it’s… really well put together, Helene. You did a good job… I guess?"

Valerie just nods, not knowing what else to say.

Valerie: "Yeah… it’s definitely unique."

Sensing that her friends don’t quite share her enthusiasm, Helene feels a twinge of frustration. She had hoped they would appreciate her work, maybe even admire her vision, but their reactions leave her feeling a little isolated. Still, she shrugs it off, convinced that they just don’t understand what real perfection looks like.

Helene’s Big Reveal to Her Parents: Laughter Ensues​

Later that afternoon, Helene can’t wait to show her collage to her parents, Francine and Gordon. She’s certain that they’ll be impressed by what she’s created, especially since she put so much thought and effort into it. When they arrive home, she eagerly pulls out her collage and presents it to them with a proud smile.

Helene: "Mom, Dad, look at what I made in school today! Isn’t it great?"

Francine and Gordon take a moment to examine the collage, and almost immediately, they start to chuckle. The sight of the nearly naked male models, Tyson Beckford, and the BBC logo all in one place is just too much for them. They try to keep a straight face, but it’s impossible.

Francine bursts into laughter, unable to contain herself.

Francine: "Oh my God, Helene… this is something else! Where did you even come up with this?"

Gordon is laughing too, wiping tears from his eyes.

Gordon: "You’ve really got an eye for… well, I’m not sure what, but this is definitely something, kiddo!"

Helene, confused by their laughter, feels a bit defensive.

Helene: "What? Don’t you like it? I thought you’d think it was cool!"

Francine, still giggling, tries to reassure her daughter.

Francine: "Oh, sweetie, it’s not that we don’t like it—it’s just… unexpected, that’s all. You’ve got quite the imagination!"

Gordon nods in agreement, still grinning.

Gordon: "Yeah, you really went all out with this. It’s just… we didn’t expect you to be so into this kind of thing."

Helene pouts slightly, not fully understanding why her parents are laughing, but she eventually shrugs it off. She knows they don’t mean to hurt her feelings, and she’s still proud of her work, even if they find it more amusing than impressive.

Mrs. Keller’s Concern: A Call to Helene’s Parents​

While Helene is at home showing off her collage, Mrs. Keller is still at the school, finishing up some paperwork. The unusual nature of Helene’s recent projects has been weighing on her mind, and she decides it’s time to talk to Helene’s parents. She’s concerned about the intensity of Helene’s focus on appearance and physical perfection, and she feels it’s important to address it sooner rather than later.

Mrs. Keller picks up the phone and dials the number for Helene’s home. After a few rings, Francine answers, still in a good mood from the earlier laughter.

Francine: "Hello?"

Mrs. Keller: "Hi, Mrs. Smith? This is Mrs. Keller, Helene’s teacher. Do you have a few minutes to talk?"

Francine’s tone becomes more serious, sensing that this might be an important conversation.

Francine: "Oh, sure, Mrs. Keller. Is everything okay?"

Mrs. Keller: "Yes, everything is fine, but I did want to talk to you about something I’ve noticed with Helene lately. It’s not a major issue, but I’ve observed that she’s been very focused on… well, on physical appearance and ideals of beauty, particularly in the last few assignments we’ve done in class."

Francine listens carefully, her earlier amusement fading as she realizes that this might be more serious than she thought.

Mrs. Keller: "Her recent art projects, especially today’s collage, have been heavily focused on images of male models and ideals of physical perfection. I understand that children go through phases and have different interests, but I just wanted to touch base with you to see if there’s anything you’ve noticed at home, or if there’s anything that might be influencing her focus on this particular topic."

Francine glances over at Helene’s collage, which is still sitting on the dining room table, and feels a pang of concern. She hadn’t really thought much of it—after all, kids are kids, and they go through all sorts of phases—but hearing Mrs. Keller’s observations makes her realize that this might be something worth paying attention to.

Francine: "Thank you for bringing this to my attention, Mrs. Keller. Helene has been talking a lot about looks lately, and I guess we didn’t think much of it. But we’ll definitely keep an eye on it and maybe have a talk with her to see where all of this is coming from."

Mrs. Keller: "I appreciate that, Mrs. Smith. Helene is a bright and creative girl, and I just want to make sure she’s getting the right kind of support and encouragement. If there’s anything I can do on my end, please don’t hesitate to let me know."

Francine thanks Mrs. Keller again and hangs up the phone, feeling a bit more serious now. She knows it’s time to sit down with Helene and have a conversation about why she’s so fixated on these ideas and what might be influencing her thoughts. She plans to talk with Gordon about it, too, so they can approach this as a team.

As Francine walks back into the living room, where Helene is now watching TV, she thinks about how best to approach the conversation. Helene is still young, and it’s important to guide her gently, helping her understand that there’s more to life than physical appearance and that true beauty comes from within.

But for now, Helene remains blissfully unaware of the concerns her teacher and parents have. She’s still proud of her collage, confident in her vision of perfection, and happy to share it with anyone who’s willing to look.

Parents Shrug Off Concerns: A Temporary Reprieve​

After the phone call with Mrs. Keller, Francine and Gordon sit down to discuss their daughter’s recent behavior. They consider having a serious talk with Helene about her fixation on physical appearance, but ultimately, they decide to shrug it off for the time being. They rationalize that Helene is still young and going through a phase—one that she’ll likely grow out of with time. After all, they reason, every child goes through strange obsessions, and this is probably just Helene’s way of exploring her interests.

Francine: "She’s just a kid, Gordon. I went through my own weird phases too. Remember when I was obsessed with ponies and wanted to be a jockey?"

Gordon chuckles, nodding. "Yeah, and I wanted to be a superhero. Kids go through phases. Let’s keep an eye on it, but there’s no need to make a big deal out of it right now."

With that, they decide to let it go for the time being, focusing instead on the evening ahead.

The Next Day at School: The Hurricane Video​

The following day, the class is buzzing with energy. Mrs. Keller has planned an educational video about hurricanes, a timely subject given the recent discussions in the news about extreme weather in Florida. The video is meant to teach the kids about the science behind hurricanes, how they form, and their impact on communities, particularly in regions like Florida that are frequently affected.

As the video begins, the students settle down, their eyes glued to the screen. The documentary-style video shows footage of past hurricanes, including Hurricane Andrew, which devastated parts of Florida in 1992. The children watch in fascination as the narrator explains the destructive power of these storms, the efforts made to evacuate people, and the subsequent rebuilding of communities.

An Unexpected Distraction: The Mogger Moment​

About halfway through the video, the scene shifts to a news clip from the aftermath of Hurricane Andrew. The footage shows emergency responders and volunteers helping residents recover from the destruction. In the background of one clip, a man appears—he’s tall, with a perfectly sculpted face, sharp cheekbones, and a jawline that could cut glass. His presence, though brief, is impossible to ignore.

For most of the class, the man is just a fleeting image, a background detail in a larger story. But for Helene, it’s as if the world stops for a moment. Her eyes widen, her heart races, and before she can even think, she jumps up from her seat.

Helene: "MOGGER!" she yells, pointing at the screen with a level of excitement that’s completely out of proportion with what’s happening in the video.

The entire class turns to look at her, stunned by her outburst. Mrs. Keller, who had been sitting quietly at her desk, also looks up, confused by Helene’s sudden excitement.

Tommy and Kristy, sitting closest to Helene, exchange bewildered looks.

Tommy: "What’s a mogger?" he whispers, clearly puzzled.

Kristy shrugs, equally confused.

Mrs. Keller, trying to regain control of the classroom, gently asks,

Mrs. Keller: "Helene, what’s going on? Why did you shout out?"

Helene, still standing and pointing at the screen, can hardly contain her enthusiasm.

Helene: "Didn’t you see him? That guy! He’s a total mogger! His face is perfect—he’s got the best bone structure I’ve ever seen!"

The room falls silent as the kids try to process what Helene just said. Most of them have no idea what she’s talking about, and those who do are still confused about why she’s so worked up over someone in the background of a hurricane video.

Mrs. Keller walks over to the TV, rewinding the footage slightly to see what Helene was reacting to. She sees the man in the background and realizes that this is just another instance of Helene’s growing obsession with physical appearance.

Mrs. Keller: "Helene, I’m glad you’re engaged, but remember, we’re watching this video to learn about hurricanes, not to focus on the people in the background. Please take your seat and let’s continue watching, okay?"

Helene reluctantly sits back down, still buzzing with excitement.

Helene: "But he was amazing… He’s what a real man should look like."

The other kids giggle softly, still unsure of what to make of Helene’s comment, but they quickly turn their attention back to the video as Mrs. Keller presses play again. The video continues, showing more footage of the aftermath and the community’s efforts to rebuild, but Helene’s mind remains fixated on the man she just saw.

As the video ends and the class discusses what they learned about hurricanes, Helene remains somewhat distracted, her thoughts still on the "mogger" she saw. To her, this was another confirmation of her beliefs about physical perfection, and it only strengthens her resolve to keep searching for—and perhaps one day achieving—that level of ideal beauty.

Mrs. Keller's Growing Concern​

Meanwhile, Mrs. Keller can’t shake the feeling that Helene’s fixation is becoming more pronounced. She makes a mental note to follow up with Francine and Gordon again if Helene continues to display such intense reactions. Although her parents had brushed it off before, Mrs. Keller is increasingly concerned that Helene’s obsession with appearance might be something that needs more attention.

For now, though, the day continues as usual. But in the back of her mind, Mrs. Keller knows that Helene’s growing obsession is something she’ll need to keep an eye on. The outburst over the "mogger" in the video is just the latest sign that Helene’s preoccupation with physical appearance is more than just a phase—and it’s starting to impact her behavior in ways that are impossible to ignore.

Helene’s Evaluation Report​

Patient Name: Helene Smith
Date of Birth: March 15, 2016
Age: 8 years
Date of Evaluation: April 20, 2024
Evaluator: Dr. Emily Roberts, PhD, Clinical Psychologist
Referral Source: Mrs. Laura Keller, 1st Grade Teacher, Lincoln Elementary School

Background Information:​

Helene Smith is an 8-year-old girl who was referred for evaluation due to concerns regarding advanced language skills, intense focus on specific interests, and atypical social behaviors. Helene’s parents, Francine and Gordon Smith, reported that Helene has exhibited strong verbal abilities from a young age, often speaking and reading at a level far beyond her peers. Additionally, they have noted her preoccupation with physical appearance, particularly with concepts such as bone structure and physical perfection. Mrs. Keller, Helene’s teacher, expressed concerns about Helene’s fixation on these topics and her social interactions with peers, which led to this referral.

Evaluation Procedures:​

  1. Clinical Interview with Parents: Conducted with Francine and Gordon Smith to gather developmental history and behavioral observations.
  2. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2): A standardized assessment used to evaluate communication, social interaction, and play.
  3. Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V): Administered to assess Helene’s cognitive abilities, including verbal comprehension, perceptual reasoning, working memory, and processing speed.
  4. Vineland Adaptive Behavior Scales, Third Edition (Vineland-3): A parent-report measure used to assess Helene’s adaptive functioning across communication, daily living skills, socialization, and motor skills.
  5. Child Behavior Checklist (CBCL): A parent-report questionnaire used to evaluate a range of emotional and behavioral problems.
  6. Observation in School Setting: Direct observation of Helene in her classroom and during unstructured activities (e.g., recess).

Summary of Findings:​

Cognitive and Intellectual Functioning:

  • WISC-V Results:
    • Verbal Comprehension Index (VCI): 142 (Very Superior)
    • Perceptual Reasoning Index (PRI): 128 (Superior)
    • Working Memory Index (WMI): 118 (High Average)
    • Processing Speed Index (PSI): 102 (Average)
    • Full-Scale IQ (FSIQ): 136 (Very Superior)
Helene’s cognitive abilities are well above average, particularly in the areas of verbal comprehension and perceptual reasoning. Her verbal comprehension index is in the Very Superior range, reflecting advanced language skills and a high capacity for abstract thinking and verbal reasoning. Perceptual reasoning, which assesses nonverbal and visual-spatial problem-solving, is also in the Superior range. Working memory and processing speed are slightly lower but still within the average to high average range.

Social Communication and Behavior:

  • ADOS-2 Results:
    • Social Affect: Elevated score indicating difficulties in social reciprocity, including initiating and maintaining conversations.
    • Restricted and Repetitive Behaviors: Elevated score reflecting a strong focus on specific interests (e.g., physical appearance, bone structure).
    • Overall Classification: Autism Spectrum Disorder (ASD) – High Functioning.
Helene demonstrated a marked preference for discussing topics related to her specific interests, often steering conversations back to these subjects even when others were discussing different topics. Her ability to read social cues was inconsistent, with some difficulty understanding when others were not interested in the same subjects. While she can engage in conversations, they are often one-sided, with Helene focusing on delivering information rather than engaging in reciprocal social interaction.

Adaptive Functioning:

  • Vineland-3 Results:
    • Communication: High (Consistent with verbal abilities)
    • Daily Living Skills: Average
    • Socialization: Below Average
    • Motor Skills: Average
Helene’s adaptive functioning is consistent with her cognitive profile. She excels in communication, reflecting her advanced language abilities. However, her socialization scores are below average, which aligns with the observed difficulties in social interactions. Daily living skills and motor skills are within the average range.

Behavioral Observations:

Helene was observed to engage in repetitive behaviors, such as talking about specific topics (e.g., physical appearance, bone structure) and arranging objects in a particular order. These behaviors appear to be soothing for her and are often related to her interests. During free play and group activities, she tended to isolate herself, preferring to engage in solitary activities or engage with others only when the conversation revolved around her specific interests.

Diagnosis:​

Based on the results of the comprehensive assessment, Helene meets the criteria for Autism Spectrum Disorder (ASD), specifically within the high-functioning range. This diagnosis is supported by her advanced verbal abilities, intense focus on specific interests, repetitive behaviors, and social communication difficulties.

Diagnosis: Autism Spectrum Disorder (ASD) – Level 1 (Requiring Support) with High Functioning

Recommendations:​

  1. Social Skills Training: Helene would benefit from social skills training to improve her ability to engage in reciprocal conversations, read social cues, and expand her range of interests in social settings.
  2. Cognitive-Behavioral Therapy (CBT): CBT can help Helene manage any anxiety related to social interactions and help her develop coping strategies for situations where her routines or interests cannot be accommodated.
  3. Speech and Language Therapy: While Helene’s language skills are advanced, speech therapy focused on pragmatic language skills may help her better navigate social interactions.
  4. Educational Support: Continue with her current placement but consider an Individualized Education Program (IEP) to ensure that her educational needs are met, particularly in social-emotional learning.
  5. Parental Guidance: Provide Francine and Gordon with resources and support groups for parents of children with high-functioning autism to help them understand and support Helene’s unique needs.
  6. Regular Monitoring: It is recommended that Helene be re-evaluated annually to monitor her progress in social skills and adaptive functioning.

Prognosis:​

With appropriate support and intervention, Helene is expected to continue to thrive academically and make progress in social and adaptive functioning. Early intervention and continued support will be crucial in helping her navigate social situations and expand her range of interests and coping strategies.

Evaluator:
Emily Roberts, PhD
Clinical Psychologist

Reviewed and Approved by:
John T. Morrison, MD
Developmental Pediatrician

looksmax.org

Little girl starts bonesmashing, caught by her mum

Helene’s Disturbing New Habit: Bonesmashing Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content...
looksmax.org looksmax.org
Click to expand...
Helene is an artistic genius
 
Nigga what the fuck even is this atp
 
Now post them without filter/makeup

I don’t trust chinks, we all know how the Chinese people work.
 
Wrong thread JFL
 
this girl will be on a psl chad OF in the future
 
  • JFL
Reactions: Xangsane
why do you make AI do this bro
 
  • JFL
Reactions: Xangsane
Xangsane said:
Helene’s Disturbing New Habit: Bonesmashing

Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content has taken a dark turn, introducing her to a new and disturbing concept: bonesmashing.

Bonesmashing is a controversial and potentially dangerous practice where people attempt to reshape their facial bones by repeatedly hitting them with their hands or other objects. The idea, as presented in these videos, is that by “smashing” certain areas of the face, you can create more defined features, improve your facial symmetry, and ultimately, become more attractive.

Helene, too young to fully understand the risks, watches these videos with a mix of fascination and fear. The influencers in the videos make it seem easy, almost like a fun, quirky beauty hack. They show before-and-after photos, claiming that their new, sharper features are the result of bonesmashing. The more Helene watches, the more she starts to believe that this could be a way for her to improve her own appearance.

With a sense of nervous excitement, Helene decides to try it herself. She hesitates for a moment, looking at her reflection in the mirror. Her young face is still soft, her features not yet fully formed, but she’s already begun to internalize the toxic messages she’s been consuming. She wants to look better, to be prettier, and if this is what it takes, she’s willing to try.

She raises her hand and, with a tentative tap, hits her cheekbone. It doesn’t hurt much, just a dull thud that barely registers. Encouraged by the lack of pain, Helene taps again, this time with a little more force. She doesn’t notice the slight redness that starts to appear, the way her skin reacts to the repeated impact.

For a few minutes, she continues this pattern, alternating between her cheeks and jawline, hitting them with her hands in a misguided attempt to “smash” her bones into a more desirable shape. She’s so focused on what she’s doing that she doesn’t hear her mother, Francine, approaching her room.

When Francine opens the door and sees what Helene is doing, she’s stunned.

Francine: “Helene! What on earth are you doing?”

Startled, Helene stops mid-smash, her face turning bright red as she realizes she’s been caught. She quickly lowers her hands, looking guilty and a little scared.

Helene: *“Nothing, Mom. I was just…”

Francine’s eyes widen as she notices the slight redness on Helene’s cheeks, the way her daughter seems to be trying to hide something.

Francine: “Were you… were you hitting your face?”

Helene doesn’t know how to respond. She’s never seen her mother look so concerned, and she feels a lump form in her throat. She nods slightly, unable to meet Francine’s gaze.

Francine is horrified. She kneels down to Helene’s level, gently taking her daughter’s hands in hers.

Francine: “Helene, sweetheart, why would you do something like that? Who told you this was okay?”

Tears start to well up in Helene’s eyes as the reality of what she’s been doing sinks in. She feels ashamed, embarrassed, and confused.

Helene: “I… I saw it on TikTok. They said it would make me prettier.”

Francine feels a wave of anger and sadness wash over her. How could something like this be happening to her little girl? She pulls Helene into a hug, holding her tightly as she tries to process what she’s just witnessed.

Francine: “Oh, Helene… you don’t need to do that. You’re already beautiful, just the way you are. Those people on TikTok, they don’t know what they’re talking about. They’re wrong, and I don’t want you to ever do this again, okay?”

Helene nods, clinging to her mother, but the damage has already been done. The seeds of insecurity that were planted by the content she’s been consuming have taken root, and it will take more than just a hug to undo them.

Francine knows this, and as she holds her daughter, she makes a silent vow to protect Helene from the toxic influence of social media, to help her build a healthy self-image before it’s too late. But she also realizes that this is just the beginning of a much larger battle, one that will require constant vigilance and support if Helene is going to grow up feeling confident and secure in who she is.

As Francine pulls back and wipes away Helene’s tears, she tries to smile, to reassure her daughter that everything will be okay. But deep down, she knows that things are more complicated than they seem, and she worries about what the future holds for her precious little girl.

Helene at the Playground: A New Obsession​

Helene has always been a curious and impressionable child, but lately, her curiosity has taken a more intense turn. Ever since she stumbled upon the world of looksmaxxing, her thoughts have been consumed by ideas of self-improvement—particularly mewing and bonesmashing. The content she’s been exposed to online, coupled with her youthful impressionability, has made these concepts seem like the keys to unlocking the beauty and confidence she believes she needs.

Today, Helene is at the local playground, a place that used to be her escape for simple fun and games. But now, it’s become something more—a stage where she can share her newfound knowledge with the other kids. She’s convinced that by teaching them the techniques she’s learned, she’s helping them become the best versions of themselves, just as she’s trying to do.

Helene sits on one of the swings, her small frame dwarfed by the playground equipment around her. A few other kids have gathered around, drawn by her confident demeanor and the odd, almost scientific way she talks about things most of them have never heard of before.

Helene: "Okay, everyone, listen up. I’m going to show you how to mew properly. You have to keep your tongue on the roof of your mouth all the time—like this."

She demonstrates, pressing her tongue against the roof of her mouth with an exaggerated motion, making sure everyone can see. The other kids watch with a mix of curiosity and confusion, some trying to mimic her, while others just stare, unsure of what to make of this new "game."

Helene: "And if you want to really change your face, you have to do bonesmashing. It’s where you tap on your face to make the bones grow stronger. But you have to be careful not to hurt yourself."

She pulls out a small, rounded stone she found in her backyard, showing it to the group like a prized possession.

Helene: "This is what I use. You just tap it against your cheekbones and jawline, but don’t do it too hard. You don’t want to break anything—just make your bones stronger."

One of the kids, a boy named Tommy, who’s a couple of years younger than Helene, frowns and raises his hand, as if he’s in a classroom.

Tommy: "Why do we have to do all this? Can’t we just play tag or something?"

Helene gives him a serious look, as if he’s missed the point entirely.

Helene: "Because if you do this stuff now, you’ll grow up to be really good-looking. Like Jordan Barrett!"

The mention of Jordan Barrett lights up her face with excitement. Jordan Barrett is her latest obsession—a model she discovered while scrolling through the internet. To Helene, he’s the epitome of what she wants to achieve through looksmaxxing: striking features, a perfectly sculpted face, and an effortless coolness that she can’t help but admire.

Helene: "Jordan Barrett is a model, and he’s super handsome. If you look like him, everyone will like you. That’s why you have to start early. The earlier you start, the better you’ll look when you grow up."

Some of the kids nod, taking her words to heart, while others just shrug, still more interested in the swings and slides than in Helene’s strange new obsession. But Helene doesn’t mind. She’s determined to keep teaching them, convinced that she’s onto something important, something that could change their lives.

As she continues to talk about mewing and bonesmashing, Helene’s mind drifts back to Jordan Barrett. She’s spent hours looking at pictures of him, watching interviews, and reading about his life. To her, he represents the ultimate goal—someone who has achieved physical perfection and, as a result, commands attention and admiration wherever he goes.

Helene has even started a small notebook where she keeps notes on everything she learns about looksmaxxing, including tips she thinks might help her look more like her idol. She’s too young to fully understand the complexities and pressures of beauty standards, but in her mind, she’s convinced that following these routines will lead to the kind of life she dreams about—one where she’s admired, loved, and confident.

Back at the playground, one of the girls, Lily, timidly asks a question.

Lily: "Helene, do you really think doing all this will make us look like that Jordan guy?"

Helene nods emphatically, her eyes shining with certainty.

Helene: "Yes! But you have to start now and be consistent. It’s like working out—if you want to get strong, you have to exercise every day. This is the same, but for your face."

The other kids exchange looks, some intrigued, others skeptical. But Helene doesn’t notice the hesitation. She’s too focused on her mission, too wrapped up in the belief that she’s discovered something that could make her life, and theirs, better.

As the afternoon wears on, Helene continues to teach her "lessons," showing the kids how to mew, how to gently tap their faces with stones, and explaining why it’s all so important. She’s so absorbed in her newfound passion that she doesn’t realize how unusual her behavior might seem to others—especially adults.

But for now, Helene is content, driven by the belief that she’s on the path to achieving the kind of beauty and confidence she sees in Jordan Barrett. And she’s determined to bring her friends along for the ride, whether they understand it or not.

The Next Day at School: Helene’s New Mission​

The next day at school, Helene arrives with a renewed sense of purpose. The playground lessons she gave the day before have only fueled her enthusiasm, and she’s eager to continue spreading her knowledge. Her obsession with looksmaxxing, particularly mewing and bonesmashing, has taken hold of her young mind, and she’s convinced that she’s onto something important—something that could change not just her life, but the lives of her classmates as well.

In the Classroom: An Unusual Focus​

In class, Helene tries to focus on the lesson being taught, but her mind keeps drifting back to her mission. She glances around the classroom at her peers, mentally noting the ones she thinks could benefit from her advice. She’s particularly focused on their facial features, imagining how much more "perfect" they could be with a little bit of mewing and bonesmashing.

Her teacher, Mrs. Keller, is discussing a history lesson, but Helene is only half-listening. She’s too busy making plans for recess, when she’ll have the chance to continue her teachings. She can’t wait to gather her friends and show them more of what she’s learned. In her mind, she’s helping them, giving them a gift that will make them better versions of themselves.

The bell finally rings for recess, and Helene is one of the first out of the classroom, practically buzzing with excitement.

On the Playground: Helene’s Workshop​

Out on the playground, Helene quickly gathers a small group of kids, most of whom had listened to her the day before. They’re curious, intrigued by her confidence and the strange new "techniques" she’s been teaching.

Today’s group includes Aletta, a tall girl with a serious expression; Bud, a boy with a messy mop of hair and an easygoing attitude; Carlotta, a quiet girl who always seems to be thinking; Daniel, a boy with freckles and a bright smile; Emilia, a girl with curly hair and a quick wit; Fabio, a boy who’s always full of energy; Gilma, a shy girl who often sticks to the sidelines; Hector, a boy who’s always up for something new; Ileana, a girl with big, curious eyes; John, a quiet boy with glasses; Kristy, a bubbly girl with a big personality; and Lane, a boy who’s always asking questions.

They gather around Helene, who stands on a small hill in the playground, ready to teach.

Helene: "Okay, everyone! Today, I’m going to show you more about mewing and bonesmashing. Remember, these are the secrets to looking really good when you grow up. You just have to start now."

The kids watch her closely, some still skeptical, but most of them are willing to give it a try, especially since Helene seems so confident about it. Helene starts with a quick recap of mewing, demonstrating how to press the tongue against the roof of the mouth.

Helene: "Mewing is the first step. You have to keep your tongue on the roof of your mouth all the time, except when you’re eating or talking. It helps your face grow in the right way. See, like this!"

She exaggerates the motion again, and a few of the kids try to mimic her, pressing their tongues against the roofs of their mouths, some with more success than others. Helene walks around, gently correcting them, making sure they’re doing it "right."

Helene: "Good, good! You’re getting it. Now, for bonesmashing, you have to be careful. Remember, we’re just tapping, not hitting hard. We’re trying to make our bones stronger, not hurt ourselves."

She pulls out the same small stone from yesterday, showing it to the group like a prized artifact.

Helene: "This is what I use. But you can use anything that’s smooth and rounded. Watch how I do it."

She lightly taps the stone against her cheekbones and jawline, moving slowly and deliberately. The kids watch, some with fascination, others with uncertainty.

Bud and Daniel are the first to try, each picking up small stones they found near the playground. They mimic Helene’s motions, tapping their faces lightly, while the others watch to see how it’s done.

Bud: "Like this, right?"

Helene: "Exactly! But remember, don’t press too hard. It’s just about building up the bones over time."

Soon, the other kids join in, some using their fingers if they can’t find stones, gently tapping their cheeks and jaws. Aletta and Kristy seem particularly interested, asking Helene more questions about how often they should do it and if there are other "secrets" to looking good.

Emilia, ever the practical one, raises a question.

Emilia: "But how do you know this works? Have you seen it actually change someone’s face?"

Helene hesitates for a moment, not having a real answer. But then she thinks of Jordan Barrett, her obsession, and how she’s read stories online about people who have changed their looks with these techniques.

Helene: "I’ve read about it, and I know it works. There are people who’ve changed their faces by doing this, and I want to look like Jordan Barrett when I grow up. He’s a model, and everyone says he’s really handsome."

Fabio perks up at the mention of a model, his curiosity piqued.

Fabio: "Jordan Barrett? Who’s that?"

Helene smiles, excited to share her admiration.

Helene: "He’s this really handsome model. You should see his pictures—his face is perfect! That’s why I’m doing all this. I want to look like him, and you guys can look amazing too if you keep doing these things."

The kids nod, some more convinced than others, but they all continue to follow Helene’s lead. To them, this is a new and interesting way to spend recess, and they’re drawn to Helene’s confidence and enthusiasm.

As the playground buzzes with activity, Helene feels a sense of accomplishment. She’s not just playing—she’s teaching, guiding her friends toward what she believes is a path to beauty and confidence. She’s too young to fully understand the complexities and dangers of the content she’s been consuming, but in her mind, she’s helping her friends, and that makes her feel important, even special.

The bell rings, signaling the end of recess, and the kids reluctantly drop their stones and stop their mewing practice. As they head back to class, Helene walks with them, feeling a sense of pride. She’s spreading the word, making a difference, and that’s all that matters to her.

As they return to their classroom, Helene is already thinking about what else she can teach them tomorrow, what new techniques or tips she can share. She’s determined to keep helping her friends, to keep pushing them—and herself—toward the ideal of beauty she’s fixated on.

But as the day continues, Helene remains unaware of the deeper implications of her actions, of how her young mind is being shaped by the obsessive content she’s encountered online. For now, she’s just a girl on a mission, eager to share what she’s learned and to make her mark on the world around her.

In Class: The Dinner Question​

It's the following day, and Helene is back in her classroom. The teacher, Mrs. Keller, has decided to start the day with a fun, light-hearted question to get the students thinking and engaged. She asks the class to imagine if they could have dinner with anyone in the world—past or present, real or fictional—who would it be and why?

The students are excited about the question, and hands shoot up all around the room. As Mrs. Keller starts calling on students, the answers range from historical figures to beloved fictional characters, to pop stars and athletes.

Daniel is the first to answer.

Daniel: "I’d like to have dinner with Albert Einstein. I want to know what it’s like to be that smart!"

The class nods in agreement, with a few murmurs of "cool" and "good choice" rippling through the room. Mrs. Keller smiles, clearly pleased with the thoughtful answer.

Next, Kristy raises her hand eagerly.

Kristy: "I’d love to have dinner with Taylor Swift. I think she’s amazing, and I want to ask her all about her music and how she writes her songs!"

A few of the girls in the class giggle and nod enthusiastically, agreeing with Kristy’s choice. Mrs. Keller chuckles, nodding in approval.

Mrs. Keller: "That’s a great choice, Kristy. I bet she’d have a lot of interesting things to say."

The answers continue, with students choosing a variety of figures from history, sports, music, and movies. Emilia picks Amelia Earhart, wanting to learn more about her adventures; Fabio chooses Spider-Man, because he thinks it would be cool to talk to a superhero; and Bud chooses LeBron James, hoping to get some tips on basketball.

Finally, it’s Helene’s turn. She’s been sitting quietly, waiting for her moment to answer. When Mrs. Keller calls on her, Helene sits up straight, her expression serious and intense.

Mrs. Keller: "And what about you, Helene? Who would you like to have dinner with?"

Helene takes a deep breath, her answer ready and delivered with absolute conviction.

Helene: "I want to have dinner with David Gandy, Jordan Barrett, and all the top male models who have perfect bone structures."

The classroom falls into stunned silence. The other kids exchange bewildered glances, and even Mrs. Keller is momentarily speechless, clearly not expecting such an answer. Helene’s face is earnest, completely unaware of how unusual her response is.

After a beat, the class begins to react. A few kids snicker, unsure if Helene is serious or if she’s somehow making a joke they don’t understand. Tommy from the back row blurts out,

Tommy: "Who the heck is Jordan Barrett?"

Kristy whispers to Lane, "What’s a bone structure?" while Daniel leans over to Bud, asking, "Isn’t David Gandy that model guy from those ads?"

Mrs. Keller finally regains her composure, though it’s clear she’s both amused and a bit concerned by Helene’s answer.

Mrs. Keller: "Well, that’s… certainly an interesting choice, Helene. Why do you want to have dinner with those particular people?"

Helene, undeterred by the confusion and giggles around her, explains with the same intensity she’s shown in her playground lessons.

Helene: "Because they have the best bone structures in the world, and I want to know how they did it. I want to learn everything about how they look the way they do. Maybe they can give me tips on mewing and bonesmashing, too."

The class erupts into laughter now, with some kids genuinely amused, while others are simply baffled by Helene’s answer. Mrs. Keller tries to maintain order, but she’s clearly at a loss for how to address such a response.

Mrs. Keller: "Okay, class, settle down, settle down. Helene, thank you for sharing your thoughts with us. Everyone has their own interests, and it’s okay to be passionate about what you care about. But let’s remember that dinner isn’t just about looks—it’s about good conversation and learning from each other, too."

Helene nods, but it’s clear that her fixation on bone structure and looksmaxxing is stronger than ever. She’s not embarrassed or discouraged by the reaction from her classmates—instead, she feels even more convinced that she’s on the right path, and that one day, she’ll understand the secrets behind the perfect faces she admires so much.

As the class moves on to the next activity, Mrs. Keller makes a mental note to keep an eye on Helene. She’s a bright girl, but her fixation on appearance and her strange new interests are a bit worrying. She decides she’ll mention it to the school counselor, just to make sure Helene is doing okay.

Meanwhile, Helene continues to think about her idols, convinced that one day, she’ll find a way to achieve the perfect look she dreams of—just like David Gandy and Jordan Barrett.

The Drawing Exercise: Helene’s Interpretation​

After the morning discussion, Mrs. Keller decides to move on to a creative exercise to help the students unwind a bit and channel their energy into something artistic. She announces to the class that they’ll be doing a drawing exercise, and the subject will be a classic one: Jesus.

Mrs. Keller: "Alright, class, for our next activity, I want you to draw a picture of Jesus. You can use any style you like, and feel free to add your own personal touch. Remember, this is your interpretation, so there’s no right or wrong way to do it."

The students eagerly get to work, pulling out their colored pencils, crayons, and markers. They begin to sketch their versions of Jesus, with each student bringing their own imagination and creativity to the task. Some focus on the traditional images they’ve seen in churches or in their homes, while others let their imaginations run wild, adding bright colors, flowing robes, and peaceful expressions.

Daniel draws a serene figure with a halo of light, his hands raised in a gesture of blessing. Kristy adds a background of fluffy clouds and sunshine, giving her Jesus a gentle smile and soft eyes. Bud focuses on the details of the robe, making sure every fold is just right, while Emilia uses vibrant colors to create a vivid, almost dreamlike scene.

But when it comes to Helene, her drawing takes on a life of its own—one that is utterly consumed by her current obsession with looksmaxxing and bone structure.

Helene starts by sketching the face, but instead of drawing a traditional image of Jesus, she focuses on giving him what she considers the "perfect" bone structure. His jawline is exaggeratedly sharp, with high, prominent cheekbones that seem more fitting for a fashion model than a religious figure. She pays particular attention to the symmetry of the face, making sure everything aligns perfectly according to the ideals she’s internalized.

Next, Helene moves on to the body. Instead of the gentle, flowing robes that her classmates have drawn, she gives Jesus an athletic, almost muscular physique. His torso is well-defined, with visible abs and broad shoulders that look like they belong on a Greek statue. She even adds in small details like veins on the arms and a prominent Adam’s apple, things she’s come to associate with the ideal male form.

Finally, Helene adds a halo, but it’s more of an afterthought, almost like a glowing crown meant to complement the "perfect" figure she’s created. The overall effect is jarring, a stark contrast to the softer, more traditional images being drawn by the other students.

When the time comes for the students to share their drawings, the differences between Helene’s work and that of her classmates are immediately apparent. The other students’ drawings depict a gentle, compassionate Jesus, full of warmth and love. But Helene’s Jesus looks more like a hyper-masculine model, with chiseled features and a bodybuilder’s physique.

Mrs. Keller walks around the classroom, glancing at each drawing with encouraging words for the students. But when she reaches Helene’s desk, she stops, her eyes widening slightly as she takes in the image.

Mrs. Keller: "Oh… that’s… very interesting, Helene."

The other kids notice Mrs. Keller’s reaction and start to gather around Helene’s desk, curious to see what she’s drawn. As they catch sight of the image, a mix of reactions ripples through the group—some giggle nervously, while others just stare, unsure of what to make of it.

Tommy, always the one to speak up, blurts out,

Tommy: "Why does Jesus look like a bodybuilder?"

Kristy adds, "Yeah, and why does his face look so… sharp?"

Helene, oblivious to the confusion and the subtle mockery, explains with confidence.

Helene: "I wanted to draw Jesus with perfect bone structure and a strong body. That’s how I think he would look—like someone who’s really powerful and perfect."

The class falls silent again, unsure of how to respond to Helene’s explanation. Mrs. Keller smiles gently, trying to find the right words to both encourage Helene’s creativity and gently steer her back to more age-appropriate interests.

Mrs. Keller: "It’s clear you put a lot of thought into this, Helene. It’s always good to explore different ideas in your art. But remember, it’s also important to think about the messages we’re sharing in our drawings. Sometimes, simplicity and kindness in our depictions can speak just as powerfully as strong features."

Helene nods, but it’s clear that she’s still fixated on her ideas of perfection and ideal beauty. She doesn’t see anything wrong with her drawing—in fact, she’s proud of it. To her, she’s depicted Jesus as the ultimate figure of perfection, both spiritually and physically.

As the class moves on to the next activity, Mrs. Keller can’t help but feel a bit concerned about Helene. Her fixation on appearance and bone structure is growing more apparent with each passing day, and Mrs. Keller decides it might be time to speak with Helene’s parents about what she’s been noticing.

Meanwhile, Helene remains in her own world, satisfied with her drawing and the work she’s done to capture what she sees as the ultimate ideal. She’s convinced that her interpretation is just as valid as anyone else’s, if not more so. As she puts her drawing away, she feels a sense of accomplishment, unaware of the deeper concerns her fixation is raising among those around her.

Playtime: The Perfect Man Drawing​

It’s a rainy day, and instead of running around the playground, the children are gathered in the covered area where they can stay dry. The girls decide to pass the time by drawing pictures, and someone suggests they all draw their "perfect man." It’s a playful, innocent idea, meant to pass the time and let their imaginations run wild.

Kristy is the first to start, grabbing a piece of paper and some colored pencils. She begins sketching a man with kind eyes and a warm smile, the type of figure she imagines would be caring and sweet. Emilia and Aletta join in, drawing their versions of a prince charming, complete with soft features, kind expressions, and gentle eyes. Lily adds a little twist to her drawing, giving her perfect man a heroic stance like a knight, with broad shoulders and a protective demeanor.

As the girls chat and giggle, Helene quietly sets to work on her drawing. But unlike the other girls, Helene’s concept of the "perfect man" has been heavily influenced by her recent obsessions. She starts by drawing the face, focusing intently on every detail. In her mind, this man must embody all the traits she admires in her idols—Hernán Drago’s rugged masculinity, Sean O’Pry’s striking features, and Jordan Barrett’s youthful, model-like perfection.

Helene’s pencil moves rapidly across the paper as she sketches out a man with impossibly sharp cheekbones, a chiseled jawline, and deep-set, piercing eyes. She exaggerates the symmetry of his face, making sure everything is perfectly aligned. His eyebrows are thick and defined, his nose straight and strong, and his lips are full, with a slight smirk that hints at confidence and power.

Next, she moves on to the body, giving him broad shoulders and a muscular chest. She doesn’t just stop at a strong build; she adds intricate details like visible veins on his forearms and defined abs that peek through a tight-fitting shirt. Helene is meticulous, ensuring that every muscle is perfectly sculpted, just like in the images she’s seen of her favorite male models.

As Helene works, the other girls glance over at her drawing, and it doesn’t take long before they start to notice how different her vision of the "perfect man" is compared to theirs. Kristy is the first to say something, her voice a mix of curiosity and disbelief.

Kristy: "Whoa, Helene! Who is that supposed to be?"

Helene doesn’t look up from her drawing, too focused on getting every detail right.

Helene: "He’s my perfect man. He has the best bone structure and the perfect body. He’s like Hernán Drago, Sean O’Pry, and Jordan Barrett all in one."

The other girls exchange glances, not entirely sure who those people are, but sensing that Helene’s idea of perfection is on a whole different level. Emilia leans over to get a better look at the drawing and her eyes widen.

Emilia: "He looks like a superhero or something. But, like… a model superhero."

Lily, who’s been quietly watching, finally speaks up.

Lily: "He’s really… different from what we drew. Why does he look so serious?"

Helene finally looks up, her expression serious and determined.

Helene: "Because he’s perfect. He has to look strong and confident. That’s what makes him the best."

The other girls look at each other, unsure of how to respond. There’s a mix of admiration for Helene’s drawing skills and a bit of discomfort at how intense her depiction is compared to their more playful, softer versions.

Aletta tries to lighten the mood with a laugh.

Aletta: "Well, I think my perfect man would be someone who’s nice and fun. Maybe he doesn’t have to be a supermodel!"

The other girls giggle, nodding in agreement, but Helene doesn’t join in. She looks back down at her drawing, feeling a bit isolated in her views but still convinced that her version of perfection is the right one.

As the girls finish up their drawings, they start showing them to each other. Kristy’s perfect man is a kind-looking guy with messy hair and a big smile. Emilia’s is a charming prince with a soft, inviting expression. Lily’s man is strong and heroic, with a sword and a shield, but still has gentle eyes.

When it’s Helene’s turn to show her drawing, the reaction is immediate. The girls are both amazed and a little taken aback. Her drawing is hyper-realistic, almost too perfect, with a man who looks more like a character from a high-fashion magazine than someone you’d meet in real life.

Kristy looks at the drawing, then at Helene.

Kristy: "He looks like someone from one of those ads in my mom’s magazines. He’s really good-looking, but… he doesn’t look like a real person."

Lily nods, trying to be diplomatic.

Lily: "Yeah, he’s really handsome, Helene. But maybe… maybe he’d be a little nicer if he smiled more?"

Helene shrugs, unfazed by their reactions.

Helene: "I don’t care if he’s nice. He just has to be perfect."

The girls exchange more glances, realizing that Helene’s idea of perfection is very different from theirs. They respect her drawing skills, but they can’t quite connect with her vision. To them, a perfect man is someone who’s kind, fun, and caring—not just someone with perfect bone structure and a chiseled body.

As playtime comes to an end, the girls gather up their drawings, chatting excitedly about other things. Helene stays quiet, holding her drawing close as she thinks about how she could make it even better. She’s proud of her work, but a small part of her wonders why the other girls don’t see things the way she does.

As the day goes on, Helene’s mind remains fixed on her vision of perfection, even as the world around her continues with its more lighthearted and innocent games. She’s on a path that’s different from her peers, driven by her fixation on the ideals she’s absorbed from the world of looksmaxxing, and it’s starting to set her apart in ways she’s only beginning to understand.

The Collage Project: Helene’s Unique Vision​

It's art time in class, and Mrs. Keller has a new project for the students. She gathers the kids around and explains that they’ll be making collages today. The theme, she says, is "What Inspires You." The students are free to choose any topic that they feel passionate about—nature, family, sports, or even their favorite hobbies. Mrs. Keller encourages them to be creative and to use a variety of materials, including magazines, printed images, and colored paper.

Mrs. Keller: "Remember, this is your chance to show what truly inspires you. Don’t be afraid to think outside the box. You can use any materials we have here, or if you need to find something specific, you can use the computer to search for images."

The kids are excited and immediately start brainstorming ideas. Kristy decides she wants to make a collage about animals, featuring pictures of her favorite pets and wildlife. Daniel is going to focus on his love for soccer, cutting out images of famous players and soccer balls. Emilia and Aletta are both drawn to nature themes, planning to use pictures of flowers, trees, and sunsets to create their collages.

But Helene, as always, has something very different in mind.

As soon as Mrs. Keller gives the go-ahead, Helene’s mind races with ideas. She already knows exactly what inspires her: perfect faces, ideal bone structures, and flawless male models. She’s been obsessed with these ideals for weeks, and now she has the perfect opportunity to showcase her vision.

Helene's Collage: A Fashion Ad on Steroids​

Helene heads straight to the stack of old magazines, flipping through them with purpose. She’s not interested in the typical images that most of the other kids are cutting out. Instead, she searches for pictures of male models—men who embody the perfection she’s been so fixated on.

As she works, Helene finds images of men with sharp cheekbones, chiseled jaws, and athletic physiques. She tears out every picture that fits her criteria, her pile of images quickly growing. But she’s not satisfied with just these clippings. She needs something more to complete her collage.

Helene: "Mrs. Keller, can I use the computer to find some pictures?"

Mrs. Keller, who’s been helping another student with their collage, looks over and nods.

Mrs. Keller: "Of course, Helene. Just make sure you print out what you need quickly so others can have a turn too."

Helene hurries to the classroom computer, her fingers moving rapidly on the keyboard as she searches for exactly what she wants. She types in names she’s memorized—Tyson Beckford, David Gandy, Sean O’Pry—and finds high-resolution images of them in various poses. She’s particularly drawn to an iconic image of Tyson Beckford, shirtless and confident, that will serve as the centerpiece of her collage.

But Helene’s not done yet. As she continues searching, she comes across the British Broadcasting Corporation (BBC) logo, and without fully understanding its typical context, she decides it will add a bold, stylish touch to her collage. She prints it out, along with the model images, and heads back to her desk.

The Final Product: An Unexpected Result​

As the other students are cutting out images of nature, sports, and pets, Helene meticulously arranges her collage. The centerpiece is the massive picture of Tyson Beckford, which she places right in the middle. Around it, she carefully positions the images of other nearly naked male models, each one chosen for their perfect faces and ideal bodies.

Finally, she places the BBC logo prominently in the upper corner, thinking it adds an element of sophistication and a touch of the "global" appeal she associates with these images. Helene’s collage now resembles something akin to a high-fashion advertisement from the 1990s—a striking, bold, and somewhat disconcerting display of male beauty that stands in stark contrast to the other students’ projects.

The Class Reaction: Stunned Silence​

As the students finish their collages, Mrs. Keller asks each of them to present their work and explain what inspired them. The kids are excited to share, and one by one, they hold up their collages. Kristy shows off her animal-themed collage, with pictures of cute puppies, kittens, and wild animals. The class "oohs" and "aahs" at the adorable images. Daniel proudly presents his soccer-themed collage, which features action shots of famous players and a huge soccer ball in the center. Emilia and Aletta present their nature collages, filled with vibrant colors and serene landscapes.

Then it’s Helene’s turn.

She stands up confidently, holding her collage high for everyone to see. The room falls into an almost stunned silence as the students take in the image. Helene’s collage is a stark contrast to the others. It’s dominated by images of nearly naked men, all with impossibly perfect faces and bodies. The centerpiece, Tyson Beckford, is unmistakably striking, with the BBC logo hovering in the corner like a brand stamp.

Mrs. Keller’s mouth opens slightly in shock, but she quickly regains her composure, though it’s clear she wasn’t expecting anything like this.

Mrs. Keller: "Helene… could you tell us a little about your collage? What inspired you to create this?"

Helene beams with pride, oblivious to the growing discomfort in the room.

Helene: "These are the men who inspire me because they have the perfect bone structures and faces. I like how they look, and I want to make sure everyone knows what real perfection is. I put Tyson Beckford in the middle because he’s the best, and the BBC logo because it makes it look more official and cool."

The other kids exchange confused and bewildered glances. Tommy whispers to Daniel, "What’s BBC got to do with anything?" while Kristy frowns, unsure of what to make of Helene’s choice of images.

Mrs. Keller struggles to find the right words. She knows she needs to be supportive, but the collage is so unexpected, so unlike anything she’s seen in a classroom project, that she’s momentarily at a loss.

Mrs. Keller: "That’s… quite an interesting collage, Helene. It’s clear you put a lot of thought into it. Remember, everyone finds inspiration in different places, and it’s good that you’ve expressed what you’re passionate about."

She quickly moves on to the next student, hoping to ease the tension in the room. But the image of Helene’s collage lingers in everyone’s minds, a bizarre and unexpected manifestation of her fixation on physical perfection.

Aftermath: A Concerned Teacher​

As the class moves on to their next activity, Mrs. Keller can’t help but feel a growing concern about Helene. This is the second time in as many days that Helene’s projects have been unusually fixated on appearance and idealized beauty, to the point of overshadowing the innocence and creativity she hopes to nurture in her students.

Mrs. Keller decides that it’s time to have a conversation with Helene’s parents. She needs to understand where this fixation is coming from and whether Helene is being exposed to material that’s influencing her in ways that might not be appropriate for her age.

Meanwhile, Helene is content with her collage. To her, it’s a representation of everything she admires and aspires to. She doesn’t see anything wrong with it—in fact, she’s proud of her work and excited to share it with anyone who will listen.

As the rain continues to fall outside, the atmosphere in the classroom is tense, with Helene’s bold and unconventional collage leaving a lasting impression on everyone who saw it.

Helene Shares Her Collage: Mixed Reactions​

As soon as the class ends, Helene can’t wait to show off her collage to her friends. She’s genuinely proud of what she’s created and is eager to share her vision with others. She carefully carries her collage out of the classroom and into the hallway, where she spots a group of girls she often hangs out with—Leslie, Nadine, Patty, Sara, and Valerie.

Helene approaches them with a big smile on her face, holding the collage up for them to see.

Helene: "Hey, guys! Look what I made! Isn’t it amazing?"

The girls turn to look at the collage, their expressions shifting from curiosity to confusion as they take in the images of nearly naked male models, the BBC logo, and Tyson Beckford prominently displayed in the center. They’re not quite sure what to make of it. While they were expecting something more in line with what they had created—images of animals, flowers, or celebrities they liked—Helene’s collage is unlike anything they’ve seen before.

Leslie is the first to speak, her voice hesitant.

Leslie: "Uh, wow, Helene… that’s… different. Why did you put so many pictures of… these guys?"

Nadine adds, her brow furrowed in confusion.

Nadine: "Yeah, what’s with the BBC thing? And who’s that guy in the middle?"

Helene, still beaming with pride, eagerly explains.

Helene: "That’s Tyson Beckford! He’s the perfect man—just look at his bone structure! And all these guys have the best faces. I wanted to show what real perfection looks like. The BBC logo just makes it look more official, like something you’d see in a magazine."

The girls exchange glances, clearly unsure of how to respond. Patty looks at the collage again, trying to understand Helene’s perspective, but it’s clear that they’re all a bit baffled by her obsession.

Sara tries to be polite, though it’s clear she doesn’t quite get it.

Sara: "Well, it’s… really well put together, Helene. You did a good job… I guess?"

Valerie just nods, not knowing what else to say.

Valerie: "Yeah… it’s definitely unique."

Sensing that her friends don’t quite share her enthusiasm, Helene feels a twinge of frustration. She had hoped they would appreciate her work, maybe even admire her vision, but their reactions leave her feeling a little isolated. Still, she shrugs it off, convinced that they just don’t understand what real perfection looks like.

Helene’s Big Reveal to Her Parents: Laughter Ensues​

Later that afternoon, Helene can’t wait to show her collage to her parents, Francine and Gordon. She’s certain that they’ll be impressed by what she’s created, especially since she put so much thought and effort into it. When they arrive home, she eagerly pulls out her collage and presents it to them with a proud smile.

Helene: "Mom, Dad, look at what I made in school today! Isn’t it great?"

Francine and Gordon take a moment to examine the collage, and almost immediately, they start to chuckle. The sight of the nearly naked male models, Tyson Beckford, and the BBC logo all in one place is just too much for them. They try to keep a straight face, but it’s impossible.

Francine bursts into laughter, unable to contain herself.

Francine: "Oh my God, Helene… this is something else! Where did you even come up with this?"

Gordon is laughing too, wiping tears from his eyes.

Gordon: "You’ve really got an eye for… well, I’m not sure what, but this is definitely something, kiddo!"

Helene, confused by their laughter, feels a bit defensive.

Helene: "What? Don’t you like it? I thought you’d think it was cool!"

Francine, still giggling, tries to reassure her daughter.

Francine: "Oh, sweetie, it’s not that we don’t like it—it’s just… unexpected, that’s all. You’ve got quite the imagination!"

Gordon nods in agreement, still grinning.

Gordon: "Yeah, you really went all out with this. It’s just… we didn’t expect you to be so into this kind of thing."

Helene pouts slightly, not fully understanding why her parents are laughing, but she eventually shrugs it off. She knows they don’t mean to hurt her feelings, and she’s still proud of her work, even if they find it more amusing than impressive.

Mrs. Keller’s Concern: A Call to Helene’s Parents​

While Helene is at home showing off her collage, Mrs. Keller is still at the school, finishing up some paperwork. The unusual nature of Helene’s recent projects has been weighing on her mind, and she decides it’s time to talk to Helene’s parents. She’s concerned about the intensity of Helene’s focus on appearance and physical perfection, and she feels it’s important to address it sooner rather than later.

Mrs. Keller picks up the phone and dials the number for Helene’s home. After a few rings, Francine answers, still in a good mood from the earlier laughter.

Francine: "Hello?"

Mrs. Keller: "Hi, Mrs. Smith? This is Mrs. Keller, Helene’s teacher. Do you have a few minutes to talk?"

Francine’s tone becomes more serious, sensing that this might be an important conversation.

Francine: "Oh, sure, Mrs. Keller. Is everything okay?"

Mrs. Keller: "Yes, everything is fine, but I did want to talk to you about something I’ve noticed with Helene lately. It’s not a major issue, but I’ve observed that she’s been very focused on… well, on physical appearance and ideals of beauty, particularly in the last few assignments we’ve done in class."

Francine listens carefully, her earlier amusement fading as she realizes that this might be more serious than she thought.

Mrs. Keller: "Her recent art projects, especially today’s collage, have been heavily focused on images of male models and ideals of physical perfection. I understand that children go through phases and have different interests, but I just wanted to touch base with you to see if there’s anything you’ve noticed at home, or if there’s anything that might be influencing her focus on this particular topic."

Francine glances over at Helene’s collage, which is still sitting on the dining room table, and feels a pang of concern. She hadn’t really thought much of it—after all, kids are kids, and they go through all sorts of phases—but hearing Mrs. Keller’s observations makes her realize that this might be something worth paying attention to.

Francine: "Thank you for bringing this to my attention, Mrs. Keller. Helene has been talking a lot about looks lately, and I guess we didn’t think much of it. But we’ll definitely keep an eye on it and maybe have a talk with her to see where all of this is coming from."

Mrs. Keller: "I appreciate that, Mrs. Smith. Helene is a bright and creative girl, and I just want to make sure she’s getting the right kind of support and encouragement. If there’s anything I can do on my end, please don’t hesitate to let me know."

Francine thanks Mrs. Keller again and hangs up the phone, feeling a bit more serious now. She knows it’s time to sit down with Helene and have a conversation about why she’s so fixated on these ideas and what might be influencing her thoughts. She plans to talk with Gordon about it, too, so they can approach this as a team.

As Francine walks back into the living room, where Helene is now watching TV, she thinks about how best to approach the conversation. Helene is still young, and it’s important to guide her gently, helping her understand that there’s more to life than physical appearance and that true beauty comes from within.

But for now, Helene remains blissfully unaware of the concerns her teacher and parents have. She’s still proud of her collage, confident in her vision of perfection, and happy to share it with anyone who’s willing to look.

Parents Shrug Off Concerns: A Temporary Reprieve​

After the phone call with Mrs. Keller, Francine and Gordon sit down to discuss their daughter’s recent behavior. They consider having a serious talk with Helene about her fixation on physical appearance, but ultimately, they decide to shrug it off for the time being. They rationalize that Helene is still young and going through a phase—one that she’ll likely grow out of with time. After all, they reason, every child goes through strange obsessions, and this is probably just Helene’s way of exploring her interests.

Francine: "She’s just a kid, Gordon. I went through my own weird phases too. Remember when I was obsessed with ponies and wanted to be a jockey?"

Gordon chuckles, nodding. "Yeah, and I wanted to be a superhero. Kids go through phases. Let’s keep an eye on it, but there’s no need to make a big deal out of it right now."

With that, they decide to let it go for the time being, focusing instead on the evening ahead.

The Next Day at School: The Hurricane Video​

The following day, the class is buzzing with energy. Mrs. Keller has planned an educational video about hurricanes, a timely subject given the recent discussions in the news about extreme weather in Florida. The video is meant to teach the kids about the science behind hurricanes, how they form, and their impact on communities, particularly in regions like Florida that are frequently affected.

As the video begins, the students settle down, their eyes glued to the screen. The documentary-style video shows footage of past hurricanes, including Hurricane Andrew, which devastated parts of Florida in 1992. The children watch in fascination as the narrator explains the destructive power of these storms, the efforts made to evacuate people, and the subsequent rebuilding of communities.

An Unexpected Distraction: The Mogger Moment​

About halfway through the video, the scene shifts to a news clip from the aftermath of Hurricane Andrew. The footage shows emergency responders and volunteers helping residents recover from the destruction. In the background of one clip, a man appears—he’s tall, with a perfectly sculpted face, sharp cheekbones, and a jawline that could cut glass. His presence, though brief, is impossible to ignore.

For most of the class, the man is just a fleeting image, a background detail in a larger story. But for Helene, it’s as if the world stops for a moment. Her eyes widen, her heart races, and before she can even think, she jumps up from her seat.

Helene: "MOGGER!" she yells, pointing at the screen with a level of excitement that’s completely out of proportion with what’s happening in the video.

The entire class turns to look at her, stunned by her outburst. Mrs. Keller, who had been sitting quietly at her desk, also looks up, confused by Helene’s sudden excitement.

Tommy and Kristy, sitting closest to Helene, exchange bewildered looks.

Tommy: "What’s a mogger?" he whispers, clearly puzzled.

Kristy shrugs, equally confused.

Mrs. Keller, trying to regain control of the classroom, gently asks,

Mrs. Keller: "Helene, what’s going on? Why did you shout out?"

Helene, still standing and pointing at the screen, can hardly contain her enthusiasm.

Helene: "Didn’t you see him? That guy! He’s a total mogger! His face is perfect—he’s got the best bone structure I’ve ever seen!"

The room falls silent as the kids try to process what Helene just said. Most of them have no idea what she’s talking about, and those who do are still confused about why she’s so worked up over someone in the background of a hurricane video.

Mrs. Keller walks over to the TV, rewinding the footage slightly to see what Helene was reacting to. She sees the man in the background and realizes that this is just another instance of Helene’s growing obsession with physical appearance.

Mrs. Keller: "Helene, I’m glad you’re engaged, but remember, we’re watching this video to learn about hurricanes, not to focus on the people in the background. Please take your seat and let’s continue watching, okay?"

Helene reluctantly sits back down, still buzzing with excitement.

Helene: "But he was amazing… He’s what a real man should look like."

The other kids giggle softly, still unsure of what to make of Helene’s comment, but they quickly turn their attention back to the video as Mrs. Keller presses play again. The video continues, showing more footage of the aftermath and the community’s efforts to rebuild, but Helene’s mind remains fixated on the man she just saw.

As the video ends and the class discusses what they learned about hurricanes, Helene remains somewhat distracted, her thoughts still on the "mogger" she saw. To her, this was another confirmation of her beliefs about physical perfection, and it only strengthens her resolve to keep searching for—and perhaps one day achieving—that level of ideal beauty.

Mrs. Keller's Growing Concern​

Meanwhile, Mrs. Keller can’t shake the feeling that Helene’s fixation is becoming more pronounced. She makes a mental note to follow up with Francine and Gordon again if Helene continues to display such intense reactions. Although her parents had brushed it off before, Mrs. Keller is increasingly concerned that Helene’s obsession with appearance might be something that needs more attention.

For now, though, the day continues as usual. But in the back of her mind, Mrs. Keller knows that Helene’s growing obsession is something she’ll need to keep an eye on. The outburst over the "mogger" in the video is just the latest sign that Helene’s preoccupation with physical appearance is more than just a phase—and it’s starting to impact her behavior in ways that are impossible to ignore.

Helene’s Evaluation Report​

Patient Name: Helene Smith
Date of Birth: March 15, 2016
Age: 8 years
Date of Evaluation: April 20, 2024
Evaluator: Dr. Emily Roberts, PhD, Clinical Psychologist
Referral Source: Mrs. Laura Keller, 1st Grade Teacher, Lincoln Elementary School

Background Information:​

Helene Smith is an 8-year-old girl who was referred for evaluation due to concerns regarding advanced language skills, intense focus on specific interests, and atypical social behaviors. Helene’s parents, Francine and Gordon Smith, reported that Helene has exhibited strong verbal abilities from a young age, often speaking and reading at a level far beyond her peers. Additionally, they have noted her preoccupation with physical appearance, particularly with concepts such as bone structure and physical perfection. Mrs. Keller, Helene’s teacher, expressed concerns about Helene’s fixation on these topics and her social interactions with peers, which led to this referral.

Evaluation Procedures:​

  1. Clinical Interview with Parents: Conducted with Francine and Gordon Smith to gather developmental history and behavioral observations.
  2. Autism Diagnostic Observation Schedule, Second Edition (ADOS-2): A standardized assessment used to evaluate communication, social interaction, and play.
  3. Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V): Administered to assess Helene’s cognitive abilities, including verbal comprehension, perceptual reasoning, working memory, and processing speed.
  4. Vineland Adaptive Behavior Scales, Third Edition (Vineland-3): A parent-report measure used to assess Helene’s adaptive functioning across communication, daily living skills, socialization, and motor skills.
  5. Child Behavior Checklist (CBCL): A parent-report questionnaire used to evaluate a range of emotional and behavioral problems.
  6. Observation in School Setting: Direct observation of Helene in her classroom and during unstructured activities (e.g., recess).

Summary of Findings:​

Cognitive and Intellectual Functioning:

  • WISC-V Results:
    • Verbal Comprehension Index (VCI): 142 (Very Superior)
    • Perceptual Reasoning Index (PRI): 128 (Superior)
    • Working Memory Index (WMI): 118 (High Average)
    • Processing Speed Index (PSI): 102 (Average)
    • Full-Scale IQ (FSIQ): 136 (Very Superior)
Helene’s cognitive abilities are well above average, particularly in the areas of verbal comprehension and perceptual reasoning. Her verbal comprehension index is in the Very Superior range, reflecting advanced language skills and a high capacity for abstract thinking and verbal reasoning. Perceptual reasoning, which assesses nonverbal and visual-spatial problem-solving, is also in the Superior range. Working memory and processing speed are slightly lower but still within the average to high average range.

Social Communication and Behavior:

  • ADOS-2 Results:
    • Social Affect: Elevated score indicating difficulties in social reciprocity, including initiating and maintaining conversations.
    • Restricted and Repetitive Behaviors: Elevated score reflecting a strong focus on specific interests (e.g., physical appearance, bone structure).
    • Overall Classification: Autism Spectrum Disorder (ASD) – High Functioning.
Helene demonstrated a marked preference for discussing topics related to her specific interests, often steering conversations back to these subjects even when others were discussing different topics. Her ability to read social cues was inconsistent, with some difficulty understanding when others were not interested in the same subjects. While she can engage in conversations, they are often one-sided, with Helene focusing on delivering information rather than engaging in reciprocal social interaction.

Adaptive Functioning:

  • Vineland-3 Results:
    • Communication: High (Consistent with verbal abilities)
    • Daily Living Skills: Average
    • Socialization: Below Average
    • Motor Skills: Average
Helene’s adaptive functioning is consistent with her cognitive profile. She excels in communication, reflecting her advanced language abilities. However, her socialization scores are below average, which aligns with the observed difficulties in social interactions. Daily living skills and motor skills are within the average range.

Behavioral Observations:

Helene was observed to engage in repetitive behaviors, such as talking about specific topics (e.g., physical appearance, bone structure) and arranging objects in a particular order. These behaviors appear to be soothing for her and are often related to her interests. During free play and group activities, she tended to isolate herself, preferring to engage in solitary activities or engage with others only when the conversation revolved around her specific interests.

Diagnosis:​

Based on the results of the comprehensive assessment, Helene meets the criteria for Autism Spectrum Disorder (ASD), specifically within the high-functioning range. This diagnosis is supported by her advanced verbal abilities, intense focus on specific interests, repetitive behaviors, and social communication difficulties.

Diagnosis: Autism Spectrum Disorder (ASD) – Level 1 (Requiring Support) with High Functioning

Recommendations:​

  1. Social Skills Training: Helene would benefit from social skills training to improve her ability to engage in reciprocal conversations, read social cues, and expand her range of interests in social settings.
  2. Cognitive-Behavioral Therapy (CBT): CBT can help Helene manage any anxiety related to social interactions and help her develop coping strategies for situations where her routines or interests cannot be accommodated.
  3. Speech and Language Therapy: While Helene’s language skills are advanced, speech therapy focused on pragmatic language skills may help her better navigate social interactions.
  4. Educational Support: Continue with her current placement but consider an Individualized Education Program (IEP) to ensure that her educational needs are met, particularly in social-emotional learning.
  5. Parental Guidance: Provide Francine and Gordon with resources and support groups for parents of children with high-functioning autism to help them understand and support Helene’s unique needs.
  6. Regular Monitoring: It is recommended that Helene be re-evaluated annually to monitor her progress in social skills and adaptive functioning.

Prognosis:​

With appropriate support and intervention, Helene is expected to continue to thrive academically and make progress in social and adaptive functioning. Early intervention and continued support will be crucial in helping her navigate social situations and expand her range of interests and coping strategies.

Evaluator:
Emily Roberts, PhD
Clinical Psychologist

Reviewed and Approved by:
John T. Morrison, MD
Developmental Pediatrician

looksmax.org

Little girl starts bonesmashing, caught by her mum

Helene’s Disturbing New Habit: Bonesmashing Meanwhile, in another part of the city, Helene is alone in her room, the crusty, Cheeto-covered iPad still in her hands. She’s been scrolling through TikTok for hours, completely engrossed in the world of looksmaxxing and self-improvement. The content...
looksmax.org looksmax.org
Click to expand...
bro tldr please
 
  • So Sad
Reactions: Xangsane
DNRDniggerking said:
bro tldr please
Click to expand...
Autistic 8 year old girl at school's behaviour, diagnosed with autism, because she was obsessed with male models and PSL and indians
 
Xangsane said:
Autistic 8 year old girl at school's behaviour, diagnosed with autism, because she was obsessed with male models and PSL and indians
Click to expand...
too long DNRD
 
  • So Sad
Reactions: Xangsane
I just came back to this and I'm CAGING :lul:

But when it comes to Helene, her drawing takes on a life of its own—one that is utterly consumed by her current obsession with looksmaxxing and bone structure.

Helene starts by sketching the face, but instead of drawing a traditional image of Jesus, she focuses on giving him what she considers the "perfect" bone structure. His jawline is exaggeratedly sharp, with high, prominent cheekbones that seem more fitting for a fashion model than a religious figure. She pays particular attention to the symmetry of the face, making sure everything aligns perfectly according to the ideals she’s internalized.
Click to expand...

IMAGINE ASKING A KID TO DRAW JESUS AND SHE HANDS IN :

1727025893175


:lul:
 
  • JFL
Reactions: Xangsane
N9wiff•˚₊‧⋆. said:
I just came back to this and I'm CAGING :lul:
Click to expand...
thoughts on Helene?
N9wiff•˚₊‧⋆. said:
IMAGINE ASKING A KID TO DRAW JESUS AND SHE HANDS IN :

View attachment 3190251

:lul:
Click to expand...
Yeah, she indeed drew that on a gymmaxxed body :lul::lul::lul:
Also she did this shit:

The Final Product: An Unexpected Result​

As the other students are cutting out images of nature, sports, and pets, Helene meticulously arranges her collage. The centerpiece is the massive picture of Tyson Beckford, which she places right in the middle. Around it, she carefully positions the images of other nearly naked male models, each one chosen for their perfect faces and ideal bodies.

Finally, she places the BBC logo prominently in the upper corner, thinking it adds an element of sophistication and a touch of the "global" appeal she associates with these images. Helene’s collage now resembles something akin to a high-fashion advertisement from the 1990s—a striking, bold, and somewhat disconcerting display of male beauty that stands in stark contrast to the other students’ projects.
Click to expand...
Thoughts?
 
  • JFL
Reactions: n9wiff
Xangsane said:
Elab pls?
Click to expand...
Finally, she places the BBC logo prominently in the upper corner, thinking it adds an element of sophistication and a touch of the "global" appeal she associates with these images.
Click to expand...
Jesus would never align with BBC news :feelsthink:
 
  • +1
Reactions: Xangsane
Xangsane said:
no that's the class collage. Not Jesus
+ She put the logo on Tyson Beckford
Click to expand...
I dnr first paragraph

Tyson Beckford is overrated is all I have to say
 
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