Showing posts with label Dr Tony Attwood. Show all posts
Showing posts with label Dr Tony Attwood. Show all posts

Wednesday, September 21, 2011

Unique qualities and difficulties of girls and women with Aspergers.

Unique qualities and difficulties of girls and women with Aspergers. Notes from Tony Attwood's talk on Girls and Women with Aspergers Syndrome.
1. Girls with Aspergers are socially confused by bullying, bitchiness, and the teasing that occurs between NT girls at school.
2. To a girl with AS, a friend is just that, a friend. Girls and women with AS tend to be very loyal and trustworthy friends.
3. Girls and women with AS are great one on one, but are uncomfortable and anxious in large groups.
4. There are a number of individuals who are psychologists with AS who have become specialists themselves in AS. They are working with children with ASD. They are teachers, nurses, psychologists and oftern work with individuals with Autism.
5. Boys with AS tend to be angry and arrogant, whereas girls internalize their anger and get depressed.
6. Females with AS tend to be maternally stronger.
7. Girls camouflage their social confusion so well that it delays their diagnosis by 10, 20 and sometimes 30 years!
8. Girls tend to be diagnosed with anorexia, depression or anxiety initially. Then, if the professional is specialized in ASD, the Aspergers will be diagnosed. Girls tend to have less anger, less ADHD and are more passive-aggressive (refusal to do things, not complying with various requests, avoiding social events). Girls tend to internalize and blame themselves.
9. Girls with AS may not be able to explain why they cannot manage being in social situations. However, they will complain of migraines and a sore tummy.
10. It's a myth that girls and women cannot socialize! They can  socialize very well for a short period of time. If too long it’s exhausting.
11. Girls with Aspergers may not express fear, exhaustion and confusion in their face. Their heartbeat is going at 130, but they don’t show it. However, if you look closely, you can see fear in their eyes.
12. Intervention-wise, for every 20-30 minutes of socialization (for e.g., visiting family), giving them a 'time-out' to the chill-out zone (read a book for 20 minutes), then they can socialize more for 20-30 minutes, and then another break, and so on.
All persons wth Aspergers need downtime and rejuvenation time. A great intervention for the child with AS is to have a secret signal with the parent that means that the child needs to take a break.
13. Adult females need to let their family and/or friends know that when they go off/leave, that they are doing it to calm and de-stress themselves. For e.g., “I really enjoy soscializing for short times. So I am not being rude if I have to leave or take a break. I just get tired and need to chill”.
Myths –
1. Lack of empathy. Individuals with AS DO have empathy. What tends to be problematic is their difficulty in reading subtle signals. They dont see the 'thing' in the eyes or hear the tone of voice that indicates that something is wrong. In fact, women and girls with AS are overly sensitive to emotions, have a 6th sense to picking up agaitation and tension in the air, and can be too 'in tune' to the social atmosphere. They say they "feel like a sponge and are overwhelmed by everyones feelings and emotions". The confusion comes from not knowing how to process all of this "stuff", coming from a "6th sense", and not from reading facial expressions. A girl/woman with AS doesnt' know how they know it, but they KNOW it. Some women with AS find it scary or overwhelming. It is recommended that the 6th sense be embraced and strategies/interventions be employed to cope and/or manage.
2. Lack of mothering skills.
Most women with AS make excellent mums, however they may not react as expected (like NT's do).
Sometimes single women with AS have lost their children to government services. There have been times where Police have treated a woman with AS as though she is a NT. Lack of eye contact, tone of voice, etc., can indicate 'guilt' in NT's.
Women with AS are less likely to be involved in the judicial system and/or criminal activities. However, they are more likely to be victims of sexual predators or NT’s, sexually abused, date raped or involved in domestic violence situations. This is due to their vulnerability and naïvety, inability to read facial cues, lack of in-built radar, and taking people literally (what they say, not what they do).
Women who are dating need to have the person checked out by their NT friends, collegues or family. An NT can give advice on what kind of person they think he/she is. This can be challenging as women with AS have fewer friends to access and/or go out with. They need to take the relationship slowly and carefully to avoid dangerous situations and not look for dates at pubs or where alcohol is involved.

3. People with autism cannot lie.
People with autism can lie, but do it badly. They tend to lie to the detriment of all concerned or lie as a quick fix because they do not know what to do, so they will deny, deny, deny.  Their lies are not convincing and they tend not to follow through with the lie. People with AS need to be taught about 'white lies' (for e.g., “oh yes I enjoyed time with you” when they didn’t). Social stories regarding white lies are very helpful.
Aspergers Syndrome is relatively new, and thus far no intervention packages for AS are available, as compared to RDI ot ABA for classic Autism. In particular, psychotherapy for self-esteem and self-acceptance issues is paramount for girls and women. Helping them look and see their qualities changes their thinking and perspective. Developing their special interest/talent(s) is crutial to their self-esteem.
Sexual/gender orientation challenges.
Boys with AS sometimes look to girls, their sisters and mums and think of how sociable they are and how many friends they have. They then start thinking "if I became a girl, I could be liked and have lots of friends". Boys wanting to be girls, and vice versa, due to not liking oneself or not feeling comfortable within their own skins, tend to look at who is socially great. "If I became a girl or a boy, then I could be popular, like myself, and be happy".
Girls with AS who don’t like who they are tend to see themselves as failures and want to be a tomboy to avoid the bullying and teasing from female peers and/or to feel like they fit in. They may think that if they can be someone else other than who they are or change their gender, they believe that they can become more skilled. Some of these children grow out of it and some don’t.
As adults with AS, some men with AS are transgender. However, by changing their gender, they didn’t change their social circles or their social issues and/or difficulties.
Girls will mimicry and act to become who they are expected to be but INSIDE they have no idea who they are. Lots of popular people go into drama, so enrolling them in theatre or drama is highly beneficial.
Other difficulties for women and girls involve reading the signals of when someone has a crush on you or you have a crush on them, fashion, difficulties in what other expect of a women as a wife and partner (Nt partner needs to understand the challenges on a partner, i.e. touch, sex, sensory sensitivity, frequency of intercourse, etc).
What about doctors? Who should I take my child to see or see myself? It's takes several years to get girls diagnosed. Ask your doctor how many girls with AS have they seen. They must have seen as least 50 girls with AS, because girls camouflage their social confusion so well.

Tuesday, September 20, 2011

Children with Aspergers syndrome suppressing their emotions at school - Dr Tony Attwood

PASSAGE FROM TONY ATTWOOD’S BOOK – “The Complete Guide to Asperger’s Syndrome” on children with Aspergers syndrome suppressing their emotions at school (p. 132)

Conversations with parents can examine whether the child suppresses feelings of confusion and frustration at school but releases such feelings at home. I describe some children with Asperger’s syndrome as being a ‘Dr Jekyll and Mr Hyde’ – an angel at school but a devil at home. This has been described in the literature as masquerading (Carrngton and Graham 2001). Unfortunately, a parent may be personally criticized for not being able to manage his or her child with Aspergers’ syndrome at home. A teacher reports that the child has exemplary behaviour in class so the behaviour must be due to a defect on the parents manage the child’s emotions. It is IMPORTANT that school authorities recognise that children with Asperger’s syndrome can sometimes consciously suppress their feelings at school and wait until they are home to release their anguish on younger siblings and a loving parent. Such children are more are confused, frustrated and stressed at school than their body language communicates, and the constrained emotions are eventually expressed and released at home. The cause of the problem is the child not communicating extreme stress at school, and not the parent who does not know how to control his or her child.

Mood Disorders and Asperger Syndrome

The diagnostic criteria for Asperger syndrome (AS) do not include mood disorders such as anxiety, depression, or obsessive compulsive disorder. But many people with AS are overwhelmed by these mood disorders - even more than by the symptoms of AS itself.

If so many people with AS suffer with mood disorders, the big question is - why?
A reasonable explanation might be that the life experiences of people with AS lead to depression and anxiety. People with AS cope every day with sensory overloads, social rejection, teasing, bullying, and a whole host of other issues which are, by anyone's estimation, depressing and anxiety producing.

No Easy Answers

And indeed, Asperger experts Dr. Tony Attwood and Dr. Judy Reaven agree that Asperger syndrome can create a more stressful life, leading to mood disorders. But there's more to it.

According to Dr. Attwood, one of the world's experts on Asperger syndrome, perception and regulation of emotions really is a central element of AS. In addition, he says, "We now have neurophysiological evidence that the amygdala [a part of the brain] is different - and it's involved with regulation of emotions....[In Asperger syndrome] genetics and physiology come together; 2 of 3 teens with AS have a secondary mood disorder - anxiety, depression, and/or anger."

Dr. Judith Reaven of the University of Colorado at Denver Health Sciences Center confirms that children with autism spectrum disorders in general are at high risk for developing anxiety disorders. "Clinicians and researchers believe that we are looking at not just cases of increased stress, but true anxiety symptoms and disorders in this population," she says. "This is a new field without a lot of good data yet, but there is evidence to suggest that these anxiety symptoms and disorders are not just related to having autism or just because the individuals with autism spectrum disorders are vulnerable to bullying, teasing, etc., but these symptoms develop much in the same way anxiety develops in the general population — as a result of environmental, biological factors. We believe this to be true because some of the anxiety symptoms we see are very clear examples of specific fears and phobias, or classic OCD symptoms, or generalized anxiety symptoms, that we feel can’t be explained by increased stress alone."

Resources:

Interview with Dr. Anthony Attwood, researcher, author, and Associate Professor at Griffith University in Queensland, Australia. May, 2007.

Interview with Dr. Judith Reaven, Director of the Autism and Developmental Disorders Clinic, JFK Partners, University of Colorado at Denver Health Sciences Center. May, 2007.
Juranek J, Filipek PA, Berenji GR, Modahl C, Osann K, Spence MA. Association between amygdala volume and anxiety level: magnetic resonance imaging (MRI) study in autistic children.J Child Neurol. 2006 Dec;21(12):1051-8.

Q & A - Asperger's syndrome with Tony Attwood

Q&A - Asperger's syndrome
By Tim Leslie

Celebrate difference:
Tony Atwood says the public needs to recognise the talents that often come with Asperger's (AFP: Jim Watson, file photo)

Asperger's syndrome is a neuro-developmental disorder, one of the suite of conditions making up the autism spectrum.

While people with Asperger's have an intellectual capacity within the normal range, they experience problems with social interaction, and difficulties understanding the nuances of emotion, as well as intense preoccupation with a particular subject or interest.

These difficulties are often offset by exceptional abilities, brought about by the intense focus that forms part of the disorder.

For International Asperger's Day, ABC News Online spoke to expert Tony Atwood, a psychologist who specialises in treating children with the disorder, and has authored several books on the subject.

What is Asperger's syndrome?

Asperger's syndrome describes someone who is different, and one way I describe it, is that the person has found something more interesting in life than socialising.
And that means that the person with Asperger's syndrome finds people a real challenge in reading body language, making friends and really understanding social situations.
But there are other dimensions too, a different form of learning, of perceiving the world, becoming very sensitive to certain sensory experiences, and sometimes being a bit sort of anxious. But someone with Asperger's syndrome may have particular talent in areas like engineering or the arts.

How does it occur?

What has happened is that the brain didn't develop as we anticipate. Now that may be because of inheritance; in other words it's a family characteristic that with this particular child is greater, or something has disrupted brain development from conception, right through to early infancy.

Is there a genetic component to the condition?

There is a genetic component in the sense for half the children we see, this seems to be a characteristic within families, and also from our clinical experience one in five of the families we see have more than one child with the characteristics.

Asperger's syndrome and autism are often linked together, can you explain the difference between the two?

It's part of what we call the autism spectrum, and it's a bit like visual impairment. You can have someone who is blind, ie you can have someone who's severely autistic - completely blind to the social world.
Asperger's syndrome is like someone who needs glasses, who can read the big print, for example that somebody is crying, so they're sad, but may not read the fine print in facial expressions, say embarrassment or jealousy.

How common is Asperger's?

Asperger's is about one in 250 people, and the ratio is about three to one; so three males to one female.

What do you think of public perceptions of Asperger's syndrome?

I think the general public is very positive. I think people are very curious, it's a name that they're starting to get to know.

What we're trying to get across is that the child has difficulties, but also talents, and I think if there's going to be a change, it's in terms of seeing their qualities as children eg for Lego, their ability to play music, their ability to draw in photographic realism.

So we're looking at their strengths to build up their self esteem and also their careers.

Do you think there needs to be more support for those who have Asperger's?

If it's one in 250 people everyone will know someone either at school or a neighbour or somebody in their past with those characteristics.

So what we're trying to do is to get people to recognise such individuals, and instead of laughing at them, or feeling annoyed by them, to show some degree of compassion and support.

What is the one thing you would like the public to keep in mind in regard to Asperger's syndrome?

Celebrate difference and not necessarily see it as defect.

Monday, May 30, 2011

“Encouraging Friendship Skills”

 “Encouraging Friendship Skills” Program for Children with Asperger’s Syndrome and their parents”

The Aims of the Study

Parents of children with an Autism Spectrum Disorder (ASD), including Asperger’s syndrome (AS), often report that they experience significant stress in their daily lives. In addition, many children with AS have difficulty with friendship skills in particular affectionate communication, which can lead to a number of difficulties in everyday life.

This study aims to evaluate the effectiveness of a newly developed stress management approach that has been adapted for parents of children with AS and a child program developed by Professor Tony Attwood to encourage friendship skills in children with AS.

Who can participate?
  • Children aged 7 to 12 years old with a diagnosis of Asperger syndrome or High Functioning Autism who have difficulties with friendship skills.
  • Parent/s of the child with AS who is/are experiencing parenting stress or distress.

The Study

First phase: both parent/s and child will be required to come to the University of Queensland, St Lucia Psychology Clinic for an assessment session. At this assessment session, the parent/s will be asked to complete a battery of questionnaires and answer questions about their child’s diagnosis, friendship difficulties and own stress levels. The child will complete a brief measure of intelligence and answer questions about a hypothetical situation designed to assess their friendship skills. This assessment session will take approximately 1.5 hours. Parents will be asked to complete the same battery of questionnaires at three different time points: at the assessment session, immediately following the program and 3 months following the program. These questionnaires take approximately 30 to 40 minutes to complete. The questionnaires are about parenting, stress, coping and your child’s affection and friendship skills.
Second phase: involves completing the 7 week intervention program. The program will be conducted at the UQ Psychology Clinic, St Lucia campus, for two hours each week on consecutive Saturday mornings. There are two groups planned: one to start the first weekend of School Term 3 and the second on to start the first weekend of School Term 4. To meet research requirements, parent/s and their child will be randomly allocated to one of two groups.

The first two weeks are for the parents only. These two weeks will cover the stress management techniques. During these two weeks, parents will work in large groups to learn stress management techniques specifically designed for parents of a child with AS.

The last five weeks are for both the parent/s and their child. These five weeks will cover the ‘Encouraging Friendship Skills’ program developed by Professor Tony Attwood. These sessions will focus on teaching the children friendship skills and the importance of affectionate communication for making and keeping friends. The children will be in groups of three with two therapists. The parents will cover the child content in a large group so they are able to support and help their children learn the skills and complete homework tasks.
The program will be conducted by Postgraduate Provisional Clinical Psychologists and supervised by Clinical Psychologist, Dr Kate Sofronoff. Please also note to participate in the program, $50 will be charged. This cost is to cover the program resources and facilities provided.

Joining the Study

If you would like to participate in this project or you would like more information, please contact a member of the research team:
Lize Andrews
Ph: 0432 438 600
Email: lize.andrews@uqconnect.edu.au
Celia Bird
Ph: 0430 179 174
Email: celia.bird@uqconnect.edu.au