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Autism Awareness

Increase understanding of autism, sensory issues, and improving practice. Autism is a lifelong developmental disability affecting communication and social interaction. Learn about the triad of impairments and patterns of social interaction. Explore sensory differences, Maslow's model, and case formulation theory when working with autistic individuals. Understand the importance of empathetic communication, exploring diagnosis, and your role in therapy. Address challenges like Selective Mutism and discuss employability. Enhance your knowledge on supporting individuals with autism.

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Autism Awareness

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  1. Autism Awareness Corrina & Nick Wood Platypus Training and Consultancy 14th September 2018

  2. Aims of Session • To increase awareness of Autism • To understand the significance of Sensory Issues • Look at ways we can improve practice

  3. What is Autism? Autism is a lifelong, developmental disability that affects how a person communicates with and relates to other people, and how they experience the world around them. NAS, 2017 Or Autism is a neurodevelopmental condition that enables an individual to process, connect and experience the world differently. Platypus, 2018

  4. What is Autism? • Life long disability affecting communication and social interaction • Present from birth it is a neuro-developmental disorder • Parents more stressed than parents of children with other disabilities • Increased risk of developing mental health issues • Increased risk of suicide • Increased risk of co-occurring conditions • Currently more males than females diagnosed • Girls present differently to boys

  5. What is Autism? • Estimated that at least 90% of people with Autism also have some degree of sensory difference • Evidence suggesting a genetic link • Can occur with or without intellectual impairment • Different for everyone – spectrum disorder • The future ‘normal’?

  6. Triad of Impairments (Wing 1979) There have been changes to the new DSM V which now shows 2 areas rather than 3; social communication and restricted, repetitive behaviours

  7. Patterns of Social Interaction • Sometimes called ‘Aloof’ – this style of social interaction is where the individual is ‘in their own world’ not wanting to interact with others, even if approached by someone • ‘Passive’ – some individuals are happy to be on their own but are open to interaction with others if approached • Used to be called ‘active-but-odd’, but there has been a move away from this terminology. These are individual who want to interact with others, but don’t have the skills or understanding to do so appropriately • ‘Formal & Stilted’, these are typically, as the name suggests, those that use very formal language and are very polite.

  8. Sensory Difference and Autism • Not just the traditional 5 senses • Also includes; vestibular, proprioceptive and interoceptive senses • Not static can change over time and experience increased sensitivities at times of stress • Some people can be hyper and hypo sensitive and move between the two • Cause of anxiety and extreme behaviour

  9. Sensory difference in Autism

  10. Maslow re-visited When considering human needs and ensuring they are met, Maslow (1943) offers a model that is well known. If we adapt this to consider the needs of an autistic individual it can enable us to make sense of how we can meet those needs

  11. Working with clients on the Spectrum • Prepare don’t scare • Seek out peer support or a Supervisor with experience of client group • Consider sensory issues in the room • Be aware of societal biases • What does it mean to be treated as different Case formulation theory – How does ASC help explain what the client is experiencing?

  12. Mentioning the ‘A’ Word • Empathic curiosity • ‘I wonder what your school reports used to say? ‘how would your friends at school have described you’ • Client: ‘I didn’t really have any?’ • Unhelpful but ‘normal’ response ‘how did that make you feel?’ • Client: ‘I don’t know, fine’ • More useful response: ‘so this, not feeling close to people has been going on sometime?’ • Client: ‘Yeah, but I want to be close to Matt’.

  13. Exploring Diagnosis • What will this mean to client? Just another label or an explanation? • Explore expectations • It might take some time and not be result you want • Consider writing a letter of support to GP – In my professional opinion this person should be assessed by a clinician with a broad range of knowledge of ASC’s • Be tentative avoid triggering transference and counter transference issues around the role of ‘expert’

  14. My role in the Therapy • Non- linear systems dynamic theory • Being a trusted interpreter • The goal is symptom relief not cure • Goldilock’s therapy (I can’t talk you better) • Offer a place to use and stiffen up the ‘ego’ muscle • Be open and honest and prepared to explain what you are doing and why • Prepare to be challenged but also to feel rewarded – ‘unlocking the enigma’

  15. A final challenge • Selective Mutism • How can we engage with those with no voice? • Powerful but debilitating • Employability

  16. Any Questions? This Photo by Unknown Author is licensed under CC BY-SA

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