Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
15-11-2017
1
www.ferrer.dkwww.ferrer.dk
Christian A. Stewart–FerrerSpecialist Psychologist (≈Psy.D.) and Supervisor in Clinical Child and Adolescent Psychology
Specialist Psychologist (≈Psy.D.) in Psychotherapy with Children and Adolescents
Lecturer – Dept. of Psychology – University of Southern Denmark
M.Psych., M.A., Dip.Ed., Dip.Law • Aikido 4th dan, Shidōin
Private practice at “Tidens Psykologer”, Odense, Denmark
♦Autistic (Asperger’s Syndrome)
Tidens Psykologer
WHAT ASC IN AN NT
WORLD LOOKS LIKE
www.ferrer.dk 2
15-11-2017
2
Tidens Psykologer
WHAT ASC IN AN NT
WORLD FEELS LIKE
www.ferrer.dk 3
Tidens Psykologer
WHAT AN ASC PERSON
IN AN NT WORLD NEEDS
www.ferrer.dk 4
• Warm acceptance
• Guidance in regard to local
customs and self-knowledge
• Help in adjusting to reality –
especially the darker side of it.
What does he need to know?
15-11-2017
3
Tidens Psykologer
THE WORLD TODAY
”Everybody’s behaving as if
life were one long reception!”(Anders Fogh Jensen)
5
Tidens Psykologer
BALANCING ENERGY
www.ferrer.dk 6
15-11-2017
4
TOWARDS AN ASC
IDENTITY
- IN REGARD TO NOT ONLY ASCS, BUT
ALSO THEIR FAMILIES
7www.ferrer.dk
Tidens Psykologer
TOWARDS AN ASC
IDENTITY 1
Conformity:
• Want to be ”normal”
• All good things come from ”normality”
• Distance themselves from ASC behavior and actions
• Consider themselves ”normal”, or extremely exceptionalASCs
• Try to form self-image and self-worth on the basis of ”normal” people
• No sense of loyalty or obligation towards ASCs
• Don’t notice the sociopolitical aspects of neural differences
8www.ferrer.dk
15-11-2017
5
Tidens Psykologer
Dissonance:
• Feel confused at descriptions of different neural ways of functioning
• No clear sense of belonging to one group or the other
• Feel more at home with ”normal” people
• Feel guilty about overestimating the blessings of ”normality”
• Lack role models / positive figures with ASC
• Ignorant about ASC functioning, identity and culture
• Confused about the sociopolitical aspects of neural differences
9www.ferrer.dk
TOWARDS AN ASC
IDENTITY 2
Tidens Psykologer
Fundamentalism
• Withdraw into ASC-hood and an autistic world
• Try to act in ”authentic” ASC ways
• Use external criteria to define themselves
• Dislike/despise all ”normal” people
• Idealize ASC, discredit ”normality”
• May express anger at ”closet ASCs”
• Sometimes – at the end of this phase – they might re-
experience ill feelings against ASC and ASCs
10
www.ferrer.dk
TOWARDS AN ASC
IDENTITY 3
15-11-2017
6
Tidens Psykologer
Resurfacing:
• Develop a flexible ASC identity
• Can distinguish between strengths and weaknesses in
regard to ASC and ASC culture
• Acquire a more positive, non-stereotypical image of ASC
• Get involved in the ASC scene and Cause
11www.ferrer.dk
TOWARDS AN ASC
IDENTITY 4
Tidens Psykologer
Self-integration:
• Define themselves through inner criteria
• Get involved in ASC aspects in a more subtle fashion
• Can deal objectively with matters involving NT and ASC
elements
• Center on acceptance and tolerance in regard to both the
ASC and the NT approach to life
• Can withstand other people’s expectations and demands
in regard to neurality
• Reveal a sense of humour
12
www.ferrer.dk
TOWARDS AN ASC
IDENTITY 5
15-11-2017
7
Tidens Psykologer
SO – WHAT’S A NICE AUTISTIC BOY
LIKE YOU DOING IN A WORLD LIKE
THIS?
www.ferrer.dk 13
Tidens Psykologer
www.ferrer.dk 14
Martin-Buber-
Schule
Sachsenhausen
Frankfurt am Main(Southern Germany)
Jong SkoleSandvika(West of Oslo,
Norway)
15-11-2017
8
Tidens Psykologer
www.ferrer.dk 15
Rygaard Catholic School – Hellerup (North of Copenhagen)
The Metropolitan School (12th century)
(The Copenhagen Cathedral School)
Tidens Psykologer
www.ferrer.dk 16
The Classics Dept.
The English Dept.University of Copenhagen
B.A. M.A.
15-11-2017
9
Tidens Psykologer
www.ferrer.dk 17
The Cathedral
School of
Nykoebing(Falster, Denmark)
Bagsvaerd
Boarding and
High School(Copenhagen,
Denmark)
Dip.Ed.
Tidens Psykologer
www.ferrer.dk 18
The Royal Danish
School of Educational
Studies
(University of Aarhus)
B.A. M.A.
(Psychology)
(Lic.)
(Psy.D.)
(Psy.D.)
15-11-2017
10
Tidens Psykologer
’(ICD-10 only:
Hyperactivity DisorderWith Mental Retardation
And Stereotype Movements)
(Disintegrative Disorder)
(Rett’s Syndrome)
Autism(infantile / classic /
a.m. Kanner)
Asperger’s
Syndrome
Aty
pic
al
Au
-ti
sm
High-Functioning Autism
NvLD(Non-Verbal
Learning Disorder)
A
S
D
Pervasive Developmental Disorders – an ”overview” (ICD-10 & DSM-IV-TR)
NvLD
19
www.ferrer.dk
NvLD(Non-
Verbal Learning Disorder)
McDD (a.m. Cohen)
PDD-NOS
Tidens Psykologer
Autism(infantile / classic /
a.m. Kanner)
Asperger’s
Syndrome
PDD-NOS
Aty
pic
al
Au
-ti
sm
High-Functioning Autism
NvLD(Non-Verbal
Learning Disorder)
A
S
D
NvLD
MDD (a.m. Cohen)
20
www.ferrer.dk
NvLD(Non-Verbal
Learning Disorder)DSM-5 – and (probably) ICD-11, as of 2018?
McDD (a.m. Cohen)
A S D
15-11-2017
11
Tidens Psykologer
DSM-5 AND ASC2013:
”THE AMERICAN TRIAD”
www.ferrer.dk 21
Communication/ social interaction:
• Reciprocity• Non-verbality• Relations
Repetitivity/ focus:
• Stereotypicalmanifestations
• Rigid routines• Special
interests• Sensory
anomalies
Traces early in life
Degree of dysfunctionality:
Severe
Medium
Limited
Tidens Psykologer
www.ferrer.dk 22
ASC 1: SOCIAL INTERACTION
AND COMMUNICATION
Conversations are less reciprocal
Long monologues about own interests
Often talks about the same subject
Difficult for others to get a word in edgewise
Possibly difficult to communicate emotions to other people
Does not ask spontaneously about other people’s emotions and experiences
May produce unsuitable questions or comments
Little small talk
Understands certain things in a far too literal sense
Somewhat neutral or serious facial expression (or ’cartoonish’ or off key in regard to the subject being discussed)
Some difficulty in interpreting other people’s facial expression / tone of voice (e.g. in case of irony)
Not much gesturing (or too much or off key)
15-11-2017
12
Tidens Psykologer
www.ferrer.dk 23
Somewhat unusual eye contact
Tendency to stare at people or into nothing
Somewhat unusual way of using her/his voice
Often placed at an inappropriate distance to other people (too close / too far away)
Somewhat shy / ”weird” in social situations; lackof social initiative
Often problems with turntaking while conversing(especially on the phone!)
May interrupt while other people are talking
Does not allow many people to get ’close’
Often displeased in regard to group work
Often difficulties in finding / keeping friends(especially more than one)
Tidens Psykologer
www.ferrer.dk 24
ASC 2: Social imagination
Massive logic – does not automatically comprehend emotional or social reasoning
Socially naive – does not comprehend social mores, including being taken advantage of
Possibly suspicious paranoid – might not
comprehend / recognize friendliness
Often fails to comprehend friendly teasing / humorous incidents
Often subscribes to a fundamentalist sense of justice
Sometimes fails to comprehend cause and effect
Often fails at pretending, and at devising creative explanations
15-11-2017
13
Tidens Psykologer
www.ferrer.dk 25
ASC 3: INTENSELY FOCUSED / UNUSUAL AREAS OF INTEREST / IMAGINATION
Has one or more intense areas of interest (i.e.: obsessions!) –possibly concerning bizarre subjects
Finds it difficult to change the subject / activity
Is stressed by too many activities / phenomena at once
May get stuck in details, failing to notice the whole picture
Notices details that others may fail to notice
May excel at one or two things and possibly not much else
Tidens Psykologer
www.ferrer.dk 26
ASC 4: REPETITIVE BEHAVIOUR (MAY INCLUDE MOTOR BEHAVIOUR)
Fixed rituals / prefers things to be done identically every time
Somewhat unique body tics or ”habits”
Finds it difficult to change the subject / activity
Is stressed by too many activities / phenomena at once
Possibly parroting / copying (may be sophisticated – [apparent] parodies etc.)
Possibly singing / humming / ”making noises”
15-11-2017
14
Tidens Psykologer
www.ferrer.dk 27
ASC 5: LUNGUISTIC ANOMALIES
Parroting / copying / ability to “collect” languages
Singing / humming / ”noises”
Possibly unusual tone of voice / prosody
Neologisms
”Old-fashioned” mode of communication / liberal use of literary / academic vocabulary
Pronoun confusion
May refer to her-/himself in the third person
Inappropriate questions / comments
Tidens Psykologer
www.ferrer.dk 28
ASC X: MOTOR / BODY ANOMALIES
Possibly slightly robotic movements
Limited body-to-brainfeedback(proprioception)
Imperfect balance
Often not good at sports
Often very bashful – prefers to avoid showering with others (girls esp. during their period)
Possibly very unabashed
Possibly very skilled at (certain types of) sports
15-11-2017
15
Tidens Psykologer
THEORY OF MIND IN
REG. TO ASC?
(Teacher:) ”You’re not supposed to say to your
classmate that he has a disability!”
(Child with ASC:) ”Why not? He does have a
disability – he’s autistic?!”
(Teacher:) ”Well, yes, but – you’re just not supposed
to say things like that!”
www.ferrer.dk 29
Tidens Psykologer
THE OTHER WING TRIAD:
www.ferrer.dk 30
Three basic manifestations of autistic sociality:
Formal, old-fashioned
Socially
energetic, but
with a hint of
oddness or
awkwardness
Socially reserved,
withdrawn, avoidant.
Extrovert Introvert
15-11-2017
16
Tidens Psykologer
THE DANGERS OF BEING SOCIALLY ACTIVE
ASC BEHAVIOUR
Hesitates in taking a social initiative, beinguncertain as to how.
Takes an (uncommon) social initiative, but is misunderstood.
Takes a social initiative, referring to a special interest.
31
Tidens Psykologer
THE DANGERS OF BEING SOCIALLY ACTIVE
ASC BEHAVIOUR
Hesitates in taking a social initiative, beinguncertain as to how.
Takes an (uncommon) social initiative, but is misunderstood.
Takes a social initiative, referring to a special interest.
NT INTERPRETATION
Probably stuck up or doesn’t care about otherpeople.
Is annoying, insistent, weird.
Is boring, has a one-track mind, is insensitive to the interest of others.
32
(See example on next slide)
15-11-2017
17
Tidens Psykologer
ASC BEHAVIOURNT INTERPRETATION
33
Ethan Hunt (posing as a traffic analyst): ” ‘You hit the brakes for a second,
just tap them on the freeway, you can literally track the ripple effect of that
action across a two-hundred-mile stretch of road, because traffic has a
memory. It’s amazing. It’s like a living organism.’ ”
Male guest (after Hunt has turned away): [Makes snoring sound.]
THE DANGERS OF BEING SOCIALLY ACTIVE
(M.I. 3)
Tidens Psykologer
ASC SCHOOL PHOBIA /
REFUSAL
Children have a 1-5% risk of school phobia.
(Fremont, 2010 – American Family Physician, Vol. 68 (8), ss. 1555-1561)
ASC children have a 27% risk of school phobia!
(Kurita, 1991 - Journal of Autism and Developmental Disorders, 21 (1), 1-15)
www.ferrer.dk 34
15-11-2017
18
Tidens Psykologer
ASC SCHOOL
PHOBIA / REFUSAL
Time
Sch
oo
l a
tte
nd
an
ce
Teaching in a standard class setting
Level of unhappiness
Tidens Psykologer
ASC SCHOOL
PHOBIA / REFUSAL
Time
Sch
oo
l a
tte
nd
an
ce
Teaching in a standard class setting
Supervision / counseling (mainly directed at the staff and the parents)
Level of unhappiness
15-11-2017
19
Tidens Psykologer
ASC SCHOOL
PHOBIA / REFUSAL
Time
Sch
oo
l a
tte
nd
an
ce
Teaching in a standard class setting
Supervision / counseling (mainly directed at the staff and the parents)
Level of unhappiness
Tidens Psykologer
ASC SCHOOL
PHOBIA / REFUSAL
Time
Sch
oo
l a
tte
nd
an
ce
Teaching in a standard class setting
Supervision / counseling (mainly directed at the staff and the parents)
Level of unhappiness
15-11-2017
20
Tidens Psykologer
ASC SCHOOL
PHOBIA / REFUSAL
Time
Sch
oo
l a
tte
nd
an
ce
Teaching in a standard class setting
Supervision / counseling (mainly directed at the staff and the parents)
Level of unhappiness
Tidens Psykologer
ASC SCHOOL PHOBIA /
REFUSAL
(In psychological antiquity:) They probably fear separatingfrom their family (sep. anxiety, symbiosis)
[NB: This is partially true for ASC – because their familyprotects them!]
(Now mostly:) They don’t wantto be at school (soc. anxiety, meaninglessness, etc.)
”The Cure”: Very gradualeasing back, via constantnegotiations with the peoplewith ASC!
40
15-11-2017
21
Tidens Psykologer
41
PDA (Pathological Demand Avoidance)
Tidens Psykologer
WHAT IS PDA?E. Newson (198* - ):
• A separate part of ASC
• Early onset
• Passivity during first few years
• Avoiding all demands, regardlessof size
• Social externally, but lackingidentity, pride, or shame
• Poor affect regulation and impulse control
• No problems engaging in pretend behaviour
• Language delay, but catches up
• Compulsive behaviour
2010 - :
• An extra, anxious dimension of ASC –and in some cases the most visible.
• Develops over time (typically) as a result of stress (eps. In connectionwith school phobia).
• (Normal or ASC during first years).
• Avoiding all demands, regardless of size
• May be socially strong or challenged.
• May exhibit illogical, desperate behaviour in order to avoid demands and expectations.
• Meltdown likely when avoidance attemptsfail.
• Some PDAs can engage in pretend behavior, others can’t.
• Some PDAs have language delay, manydon’t.
• Compulsive behaviour
42
Essentially: Anxiety !!
Variations: ASC >< MCDD
Often quite intelligent!
15-11-2017
22
Tidens Psykologer
NLD
43
MCDD
A S C
Tidens Psykologer
NEED TO AVOID THE DEEP
• Apparently highly psycho-allergic to demands and
expectations.
• Probably due to early traumatization in regard to
experienced demands or expectations, coupled with
perceived inability to honour these.
44
15-11-2017
23
Tidens Psykologer
”MELTDOWNS”
• Sometimes: Even worse than the standard ASC variety.
• Sometimes: Behaviour easily confused with the kind
typically labeled drama queen activity.
45
Tidens Psykologer
CHAMELEON /
PASSIVE AGGRESSION
• May sometimes almost ”fade away”.
• May take an exceedlingly long time completing an
assignment / doing a chore.
• May take an inconceivably long time completing whatever
just needs to be done before said assignment can be
completed or said chore be done.
46
15-11-2017
24
Tidens Psykologer
SOMETIMES ACTIVELY
AGGRESSIVE
• May explode in physical violence.
• May employ extremely offensive language.
• The person’s family may feel that they are walking on
eggshells, feeling desperate and on edge at the thought of
easily awoken volcanoes.
• Even pleasant moments engender anxiety – is this the eye
of the storm?
47
Tidens Psykologer
PERFECTIONISM /
ISSUES OF SELF-ESTEEM
• May sometimes complete tasks perfectly, seemingly happy and carefree.
• Appears discouraged most of the time, because it’s improbable that a given
assignment can be completed in a perfect manner.
• May display complete lack of confidence in own ability to perform a simple task.
• May be unable to take pleasure in a successful accomplishment.
• May sometimes destroy a successfully completed task, seconds after having finished
it, and in complete despair.
48
15-11-2017
25
BUILDING
SKILLS
www.ferrer.dk 49
Tidens Psykologer
WORLD OF WARCRAFT
Role:
• Basic values in
life.
• Characteristics
• Skills
• Other people’s
expectations
= Safety!
www.ferrer.dk 50
15-11-2017
26
Tidens Psykologer
WORLD OF WARCRAFT
You may try the
functionality of
several roles!
- And they will still
be clearly defined!
www.ferrer.dk 51
Tidens Psykologer
WORLD OF WARCRAFT
Communication
practice:
• Verbal (!)
• In writing (think
before you talk)
• Adding clear
”emotes”
• Degrees of privacy
www.ferrer.dk 52
15-11-2017
27
Tidens Psykologer
ANIMALS• No hidden agendas
• Positive
• Unprejudiced
• ”Simple” range of
emotions
• Invite entering the animal’s
mind
• Invite gauging
consequences
www.ferrer.dk 53
Tidens Psykologer
ANIMALS
• Introduction to
body language
• NB: Can be
explained!
www.ferrer.dk 54
15-11-2017
28
Tidens Psykologer
ANIMALS
Introduction to non-
verbal auditory
signals:
• Prosodic patterns
• Pitch
• Volume
www.ferrer.dk 55
Tidens Psykologer
HOW TO TEACH US
15-11-2017
29
Tidens Psykologer
TEACHING US …
requires the presence of a
model / manual /plan
for any kind of assignment!
Ferrer.dk 57
Tidens Psykologer
”HOW DO YOU WRITE
A SUMMARY?”
www.ferrer.dk 58
15-11-2017
30
Tidens Psykologer
requires that
meaning and purpose
are clear to the student every step of the way!
Ferrer.dk 59
TEACHING US …
Tidens Psykologer
”BUT HOW CAN WE ACTUALLY
KNOW ANYTHING?”
Answer: Carneades’ principle.
”We cannot know anything for
certain, but we can assess
whether something is
improbable, possible,
probable, or highly probable”.
Ferrer.dk 60
15-11-2017
31
Tidens Psykologer
”HOW DO I CREATE SOMETHING
THAT I HAVEN’T SEEN BEFORE?”
Answer: Bandura’s principle.
Psychologically speaking,
creativity consists in combining
known elements/data in novel
ways.
Ferrer.dk 61
Tidens Psykologer
”WHY DO WE HAVE TO
STUDY LITERATURE?!”
Ferrer.dk 62
Jane Austen’s explanation:
[Literature is the only
place where we can
communicate the full truth
in regard to human
personality.]
(Cfr. Plato’s observation that reading fiction means reading lies)
15-11-2017
32
Tidens Psykologer
SENSE AND
SENSITIVITY
63
Tidens Psykologer
ACQUIRING A SENSE
OF SELF64
15-11-2017
33
Tidens Psykologer
UNFAMILIAR SITUATIONS
PRODUCE EXHAUSTION
Provide ”feed forward”
Explain as you go – each
step of the way
Structure and predictability
Teach a strategy for
handling the unforeseen.
65
Tidens Psykologer
OVERVIEW AND
PROCEDURES 1
• The tracks must be present before
the train comes.
• Demonstrate the procedure in
question
• AVOID trial and error!
66
15-11-2017
34
Tidens Psykologer
67
• Talk the ASC person through the
procedure in question the first
couple of times.
• This is the prerequisite for being
able to think one’s own way
through the procedure at a later
stage.
OVERVIEW AND
PROCEDURES 2
Tidens Psykologer
OVERVIEW AND
PROCEDURES 3
• Help is needed to uncover the actual nature
of the problem in question (!).
• Help is needed to uncover solution
strategies.
• Help is needed to structure and simplify the
procedure and the accompanying narrative.
• End goal: Knowing the plan for making a
plan!
68
15-11-2017
35
Tidens Psykologer
ATTENTION REGULATION AND PRIORITIZING DO
NOT OPERATE SMOOTHLY
Multi-tasking is diffcult.
One assignment at a time.
Brief instructions – avoid multiple elements.
Aid in finding things in drawers, cupboards, etc.
69
Tidens Psykologer
ATTENTION REGULATION AND PRIORITIZING DO
NOT OPERATE SMOOTHLY
Multi-tasking is diffcult.
One assignment at a time.
Brief instructions – avoid multiple elements.
Aid in finding things in drawers, cupboards, etc.
70
15-11-2017
36
Tidens Psykologer
DIFFICULTIES IN NAVIGATING
PROPORTIONS AND SELECTING
Deciding requires administeringdivided attention (A is largerthan B).
What is more / less important?
Risk of falling prey to the strongest or most recent sensory input.
Avoid giving more than onealternative.
71
Tidens Psykologer
DIFFICULTIES IN REENGAGING
IN INTERRUPTED ACTIVITES
Plan short activities, ensuring that they can be concluded beforea break.
Otherwise: Design the activities so that ”natural” breaks occur.
72
15-11-2017
37
Tidens Psykologer
DIFFICULTIES IN LEARNING FROM
EXPERIENCE – AND IN TRANSFERRING
EXPERIENCES TO NEW CONTEXTS
Guidance required!
73
Tidens Psykologer
HELP NEEDED IN NAVIGATING
GAMES, PROCEDURES ETC.
Manuals for games.
Manuals for drawing.
Manual for visualdecoding (”reading” pictures)
Help packing school bags etc.
Help navigatingarithmetic
74
15-11-2017
38
Tidens Psykologer
SOCIAL
SITUATIONS 1
Structured interactions
1. Being together – IN REGARD TO
something.
2. Games el.lign. (rules and structure
are already part of the activity)
Team games may not be optimal
Humour and irony should be used
sparingly
Do not demand eye contact
Give instructions in when and how to
help others
75
Tidens Psykologer
SOCIAL
SITUATIONS 2
Family gatherings
1. ”When are we going home?”
2. A safe place
3. Ipad, books …
76
15-11-2017
39
Tidens Psykologer
NON-VERBAL
COMMUNICATION
Needs translation of body language.
Needs to have prosody and pitch explained.
Tends to interpret things literally – wherefore input should be
adapted to this fact.
77
Tidens Psykologer
SPACE AND
DIRECTIONS
Help planning routes etc.
Companion, cell phone, or GPS may aid greatly.
Known areas are lessstressful.
Finding locations amongother locations is as difficult as finding certainobjects among otherobjects.
78
15-11-2017
40
Tidens Psykologer
TIME AND
ENVIRONMENT
Needs help in structuring own presence and movements.
May find digital timekeeping much more accessible than
analogue intruments.
Selecting clothing may require assistance in regard to weather
conditions.
May dress somewhat incoherently.
79
Tidens Psykologer
THE ESSENCE OF
MATHEMATICS
Mathematics are about getting an overview over numbers, amounts, and sizes.
Numerals are sign codes for numbers, amounts, and sizes.
Figures are graphic codes for numbers, amounts, and sizes.
”Sets” are groups of numbers, and they have a certain size.
I.e.: Keep everything as visual or tactile as possible.
80
15-11-2017
41
Tidens Psykologer
UNDERSTANDING TEXTS
People with ASC ”readwith a magnifying glass” in unfamiliar situations.
Help focusing on the essence.
1. E.g. by briefly stating the essence beforehand.
Help adding structure to the process.
1. E.g. in the shape of guiding questions, designed to be answeredwhile reading the text (as opposed to afterwards).
81
Tidens Psykologer
CONFLICTS &
MELTDOWNS 1
People with ASC:
- do not calm down by being told that they needto calm down!
- find it easier to calmdown when theirsurroundings (includingpeople) exude calm AND when they receive the appropriate amount of relevant information.
82
” This is a public announcement: Please remain perfectly calm.
There is absolutely no reason to get agitated …”
15-11-2017
42
Tidens Psykologer
CONFLICTS &
MELTDOWNS 2
Conflict de-escalation:
1. Remain calm! (Beware of affect
contagion!)
2. Divert (if possible).
3. (Back off.)
4. Help the person get out of the
situation.
5. Give comfort.
6. No ”we need to talk about this” until
were in the green (not yellow!) zone!
83
Tidens Psykologer
DOWN TIME
• When the person gets home from
school / work.
• For at least an hour.
• Elective activity.
1. Often by oneself.
2. Often involving e.g. a computer.
• No social expectations.
1. - despite the parents’ needs …
84
15-11-2017
43
Tidens Psykologer
CHORES
Often: Reduce.
All students in this school
are psychiatric patients.
All students in this school
stress easily – and have
often been in a state of
permanent stress for years!
We are painfully aware of
the effects of long-term
stress on the organism.
85
Tidens Psykologer
EXTRA-CURRICULAR
ACTIVITIES?
Maybe! They should not become an added stress factor!
Follow the person’s owndesire/choice.
1. Often a structured, feed forward governed activity –e.g. a martial art …
2. Often an individually focusedactivity – e.g. swimming, running, archery, maybetennis …
Not too much
86
15-11-2017
44
Tidens Psykologer
TRAUMA - PTSD
Bullying (from peers –or teachers??) in the person’s previousschool?
Teacher neglect in the previous school?
”The Cure”: The same as for war veterans!
[EMDR; SE; TFT]
www.ferrer.dk 87
Tidens Psykologer
88
Identity
Partners and sexuality
Physiologicaland mental
changes
Career plans and leaving
home
Education and curricula
Friendshipsand
acquaintances
Group belongingness
CHALLENGES FACING
ALL ADOLESCENTS:
15-11-2017
45
Tidens Psykologer
89
Identity
Partners and sexuality
Physiologicaland mental
changes
Career plans and leaving
home
Education and curricula
Friendshipsand
acquaintances
Group belongingness
ADDED COMPLICATIONS:
Tidens Psykologer
BENEFICIAL FOR SIBLINGS
Knowledge and understanding of the nature of ASC in
regard to sibling.
Well-developed strategies.
Own identity and place in the family.
15-11-2017
46
Tidens Psykologer
THUS, PARENTS SHOULD …
… think as proactively in regard to siblings as in regard
to children with ASC.
… be mindful of siblings’ need for knowledge,
appreciation, and approaches in regard to ASC.
… be mindful of siblings’ need for knowledge,
appreciation, and approaches in regard to themselves.
Tidens Psykologer
POSSIBLY OF INTEREST
www.ferrer.dk 92
15-11-2017
47
Tidens Psykologer
THANK YOU
FOR YOUR ATTENTION