Sometimes having a label can be an advantage, if it enables you to receive the help needed, but labels can become part of the problem, especially if it is just used as an excuse for the individuals behaviour. What all these conditions have in common, is that the same therapeutic techniques will reduce the whole range of symptoms that may occur around these conditions.
There is a huge overlap between Autistic Spectrum Disorders, ADHD and the other learning difficulties listed above. The severity of symptoms for these conditions are hugely dependent on our emotions, social interactions and the environment around us. The severity of these symptoms, however, are not fixed, and can be improved remarkably by looking at our emotional needs.
Children and adults will benefit from clear, consistent, structured education methods. There needs to be a holistic assessment of every individual and measurement of how well they are getting the appropriate amount of emotional nourishment to support their development. With such a clear picture of a human being and his or her needs, we can then look at the resources required to support the individual effectively.
The therapeutic interventions we use with anyone either on the autistic spectrum or with behavioural problems are designed to lead to the maximum degree of independence possible for that individual.
Working effectively with Autistic Spectrum Conditions.
Working effectively with people with ASD requires insight and teamwork. If there is agreement about the way an individual's needs can be met, the outcome is more effectively attained. The specific skills required to develop resources have to be practiced in situations that are relevant and meaningful to the individual concerned. Repetition of the key language patterns as they 'map' onto life experience, and/or reflection of life experience is essential to improve the individual's ability to cope with what is, for them, a very challenging world.
The development of a conscious, rational mind is aided through this. The 'no-blame', 'what works' and 'what does not work' approach provides an objective, rational, viewpoint from which to chose what works.
A 'No-Blame' Culture.
Recent research into the importance of trust in relationships has shown that when people trust one another their levels of the hormone oxytocin increases, this has the beneficial effect of lowering anxiety levels. Clarity, consistency and a no-blame approach promotes trust in relationships.
Creating a 'no-blame' way of working and promoting instead the ability to reflect and evaluate 'what works' and 'what does not work', reduces stress for ASD sufferers. It also allows them to develop long-term memories about what has worked and to be able to draw on past successes to problem solve in similar situations.
In addition it is crucial to acknowledge every success related to the individual taking on and using structures and patterns that work, even if they are reflecting with hindsight on what would have worked better.
Anxiety and Movement.
The levels of anxiety experienced by people with ASD can be lowered by implementing the previous suggestions, however we also need to take a mind/body approach. Continual anxiety has a detrimental effect on these individuals and therefore impacts on how well they get their human needs met. Teaching specific ways of relaxing every day, as well as having daily, aerobic exercise, has a profound effect in lowering Cortisol levels. In schools, the use of developmental movement activities, such as Eurythmy and Sherbourne Developmental Movement, are effective and powerful ways to support the development of individual resources.
Using the Human Givens Approach.
Using the Human Givens approach - identifying which needs are not being met and developing the resources necessary for each individual to get them met - provides clarity. This is essential when planning and providing effective therapeutic structures to support an individual and diminish the negative effect that ASD has on their life. It is important to note that all research on what works for people with ASD shows that structure and consistency are essential for the individual. This must extend to the consistent use of key language and the way of being of the supportive individual whether a professional, parent, friend, or volunteer.
Developing the 'Observing Self'.
The use of stories, or sharing experiences, which demonstrate what works and how to achieve success is an effective way of encouraging the awakening of the person's 'observing self', allowing them to be more objective about a particular situation. Social stories provide an effective means whereby children and adults with ASD can see objectively what works and what doesn't. The presentation, through a story, of fundamental feelings experienced in specific situations helps to promote greater clarity about what is occurring in the individual's own emotional life and how they can deal with that. Reflecting on 'what works' and 'what does not work' also supports the development of the observing self.
The Dreaming Brain.
The most recent research about the purpose of dreams reveals that dreams are related to a subconscious completion/resolution of unfulfilled expectations/intentions from the previous day.
If an anxious person with ASD finds sleep difficult and is experiencing many emotional upsets during their waking hours, they have a great need to experience good quality sleep in order that their brain can de-arouse, through the dreaming process, any emotional arousal that remains unresolved from the previous day. If emotional arousal is high, this puts tremendous pressure on the dreaming process (which, in turn, can lead to exhaustion, as happens with depressed people). Without this valuable resolution, or completion, the unconscious and conscious anxiety of the individual will increase and the resulting highly emotional state means that the likelihood of them accessing their own resources and having their human needs met is diminished. Hence the importance of a daily session of aerobic exercise and of learning and using daily relaxation techniques to help calm the individual down. Structures to ensure regular sleep patterns are also essential. This means no stimulation in the bedroom, i.e. no TV, internet access or video games.
Human Givens College - Seminar.From Stress to Psychosis.
Human Givens InstituteWeb page on Autism and the Human Givens.
