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Hi, Im John Mulhern a stage 3 Social Work Sutdent at RGU.  Thank you for taking time to read, watch, and listen to my presentation about Navigating the Ethical Challenges in Social Work Practice with Autistic People.

The presentation of my research is part of a larger group research project into Social work with Autistic people.

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Rosie - The Scottish Strategy for Autism

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Rosie - The Scottish Strategy for Autism

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Aims –

·       Strategic leadership

·       Achieving best value for services

·       Collaboration and involvement

·       Cross agency working

·       Diagnosis, intervention and support

·       Wider opportunities and access to work

Reference:

SCOTTISH GOVERNMENT, 2011. The Scottish Strategy for Autism. Edinburgh: The Scottish Government.

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2024 08 27 The Scottish Strategy for Autism

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Introduction to sociological theories of autism

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Introduction to sociological theories of autism

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Many different disciplines have an interest in understanding autism spectrum disorder through their own lense. Psychology, anthropology, disability studies, critical studies, medicine etc... From a sociological perspective, studying autism can be used to improve the lives of people with autism by highlighting the consequences of inequity in the autism community (Levato, 2018). Below I will outline two sociological theories that help us to understand the social consequences of autism.

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Right, let’s start by looking at the main ideas.

The big focus here is ethics in social work. Ethics guide us to make fair and respectful decisions, and they’re about taking responsibility for those choices. It’s all about putting the well-being and dignity of the people we’re working with front and centre.

In this presentation, I’ll be looking at the specific challenges of working with autistic individuals. Every autistic person is different, and they each have their own way of seeing and understanding their autism.

Because of this, it’s important that we approach our work in a way that’s sensitive and inclusive—taking the time to build trust and respecting what works for each individual.

Along the way, I’ll also bring in some ethical theories, like deontology, virtue ethics, and principlism, to give a bit of structure to what we’re talking about.

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Reference:

MENTAL WELFARE COMMISSION FOR SCOTLAND, 2019. Autism and complex care needs visiting and monitoring reports. Edinburgh: Mental Welfare Commission.

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2024 08 25 Mental Welfare Commission Autism and complex care needs

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Rosie - The Scottish Strategy for Autism Outcomes and Priorities 2018-2021

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Rosie - The Scottish Strategy for Autism Outcomes and Priorities 2018-2021

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The original Autism Strategy set out 26 recommendations and the vision that by 2021 ‘individuals on the autism spectrum are respected, accepted and valued by their communities and have confidence in services to be treated equally so that they are able to have meaningful and satisfying lives’.

Through this Outcomes and Priorities update and following an engagement exercise in which more than 1,200 people participated through either an online questionnaire or engagement events. This helped the Scottish Government to update this set of priorities, for all autistic people living in Scotland.

·       Strategic Outcome One: A Healthy Life – should involve promoting an early diagnosis with ongoing support for the for autistic individual and the whole family. Including a consistent approach while also promoting good mental health.

·       Strategic Outcome Two: Choice and Control – Professionals need more training to have a greater awareness of the needs of individuals with autism. Importantly, this includes teachers and school staff. More consideration for the needs of older autistic individuals who face additional challenges and barriers due their increase as they age.

·       Strategic Outcome Three: Independence - The need to focus on the strengths and capabilities of individuals with autism while raising awareness and acceptance of individuals with autism among others in society. The recognition that appropriate housing is vital for individuals with autism.

·       Strategic Outcome Four: Active Citizenship - autistic individuals should be supported to have more opportunities to gain meaningful employment. Social isolation is a key issue for autistic individuals, and they should be supported and encouraged to be part of community activities. More user-friendly benefits system for autistic individuals to promote inclusion and ensure they have opportunity to access the relevant financial benefits.

Reference:

SCOTTISH GOVERNMENT, 2018. The Scottish Strategy for Autism outcomes and priorities 2018-2021. Edinburgh: The Scottish Government.

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Scottish Strategy for Autism outcomes and priorities 2018-2021

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No intervention can cure Autism, however can provide skills to enhance life experiences. Behavioural therapies such as applied behaviour analysis (ABA) address behaviours and their reasoning, support and change of environment and provides teaching of new skills which reinforcing alternative behaviours. These types of intervention take time and the same one approach may not always work. It is important to note that ABA is person-centred and therefore can be tailored to each child in order to improve outcomes. Although ABA is often linked to Autism and children, it is a transferable intervention that can also be used in order cases, such as with those living with dementia (Child Autism UK 2024).

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Rosie

Reference -

SCOTTISH GOVERNMENT, 2018. The Scottish Strategy for Autism outcomes and priorities 2018-2021. Edinburgh: The Scottish Government.

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People with Autism may experience stigma because of other people’s negative perceptions of the condition. Erving Goffman, 1990, describes stigma as a deeply undesirable attribute that reduces a person in the eyes of others. The attribute is seen as dangerous, bad or weak and causes a person who may have been easily accepted into society to be rejected because of this one attribute.

Goffman (1990) recognised that people who feel stigmatised may avoid social interaction because of negative experiences they have had due to their condition. Social isolation could lead to mental health conditions being exacerbated and other mental health disorders such as depression and anxiety could develop.

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Reflecting on the Scottish Strategy for Autism: Achievements and Challenges Over a Decade

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Reflecting on the Scottish Strategy for Autism: Achievements and Challenges Over a Decade

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Key successes:

The establishment of one-stop shops that centralised access to support.

Enhanced collaboration which improved diagnostic and transition processes.

Increased public awareness through initiatives like the Different Minds campaign. Better professional training to elevate services provided.

Challenges:

Impact was often perceived as limited due to insufficient local enforcement powers.

The discontinuation of projects due to initial funding drying up hindered long-term benefits.

Significant service gaps remained, particularly in adult support and employment opportunities.

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Reference:

SCOTTISH GOVERNMENT, 2019. Autism toolbox the Scottish Autism Strategy. [online]. Edinburgh: Scottish Government. Available from: https://www.autismtoolbox.co.uk/scottish-context/legislative-and-policy-framework/the-scottish-autism-strategy/ [Accessed 26 August 2024].

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Legislative and Policy Framework | Autism Toolbox Autism Toolbox

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Our legislative framework is based on meeting the needs of all children and young people for them to access education, support and to improve wellbeing. The…

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ABA (Applied Behaviour Analysis) refers to interventions that are developed from a branch of science called behaviour analysis.

ABA is much more than an intervention for children with autism. It can be used to help with anything from treating eating disorders to traffic control.

Behaviour analysts examine the causes and the consequences of behaviour. They then develop interventions based on this information.

One of the strengths of ABA for children with autism is that it can address every behaviour relevant to that child (both excesses and deficits). Behaviour Analysts are not distracted by the many different theories of the causes of autism (along with their related treatments) and so have been able to steadily develop and refine their approach. Today's modern ABA programmes look very different from those 20 years ago. ABA is now able to be much more flexible, functional and fun for the child.

The research shows that ABA is most effective for children with autism when used intensively (30-40 hours per week). These programmes are also known as EIBI (Early Intensive Behavioural Intervention). However, other ABA techniques e.g. picture/object exchange, sign language, specific behaviour management techniques can also be very helpful on their own to target specific concerns without the intensive programme. Child Autism UK offers both the intensive service and short term programmes to target specific needs.

Find out more about ABA programmes.

The Evidence

Behavioural interventions have undergone the most rigorous assessment compared with non-behavioural and eclectic approaches. There are many decades of research concerning the effectiveness of ABA in general and hundreds of more recent studies demonstrating the effectiveness of EIBI (Early Intensive Behavioural Intervention) with young children with autism.

More About ABA

There is a lot more information about ABA and how it can help families with autism. There are a number of scientific and practical studies you can read to find out more.

The following sources are also useful reading:

Personal Experiences of Autism and ABA

This book relates the personal experience of ABA from the perspective of a parent of a child with autism.

Let Me Hear Your Voice
Maurice, Catherine
Robert Hale, London (1993)

Treatment and Education Manuals

The following are manuals for those undertaking an intensive behavioural programme; packed with practical information on early intervention based on the principles of Applied Behaviour Analysis.

Behavioural Intervention for Young Children with Autism - A Manual for Parents and Professionals
Maurice, Catherine

A Work in Progress: Behavior Management Strategies & A Curriculum for Intensive Behavioral Treatment of Autism
Ron, Ph.D. Leaf, John McEachin, Jaisom D. Harsh

Teaching Individuals with Developmental Delays: Basic Intervention Techniques
Lovaas, O Ivar

Teach Me Language, A Manual for Children with Autism, Aspergers Syndrome and Related Developmental Disorders
By Freeman, Sabrina and Dake, Lorelei
Different Roads to Learning (1997),

Note: This is designed for school age children and targets social language, general knowledge, grammar and syntax, functional knowledge, written expression and language-based academic concepts.

The following books give either more general information about ABA principles and techniques or focus on specific areas.

Applied Behaviour Analysis and Autism: Building a Future Together
Mickey Keenan (Editor), Mary Henderson (Editor), Ken P. Kerr (Editor), Karola Dillenburger (Editor), Gina Green (Foreword)

Steps to Independence, Teaching Everyday Skills to Children with Special Needs
Baker, Bruce & Brightman
Paul H Brookes Publishing Co

Covers toilet training, play, self-help skills, etc; provides task analysis for many skills.

Teaching Children with Autism: Strategies for Initiating Positive Interactions and
Improving Learning Opportunities
Koegel, Robert & Koegel, Lynn Kern
Paul H Brookes Publishing Co.

An overview of behaviourally orientated teaching techniques

ABA Theory

Understanding Applied Behavior Analysis: An Introduction to ABA for Parents, Teachers and Other Professionals
By Albert J. Kearney (Author)

Web Sources

Research Autism (EIBI section)

Wikipedia (ABA section)
A message from the UKSBA
The UK Society for Behaviour Analysis (UK-SBA) would like to encourage anyone with questions, comments or concerns regarding Behaviour Analysis practice (often known as ABA/PBS) in the UK to contact them at admin@uk-sba.org. We would particularly like to hear from people who receive, or have received, services, or who identify as autistic.

The UK-SBA is passionate about ensuring practice in the UK is values-led, person-centred and collaborative, and that it is undertaken with the consent or assent of each individual. The Society continually strives to ensure it meets the needs of those it serves.

All feedback will be gratefully received by the UK-SBA's Public Protection and Benefit Committee and will be reviewed by an Independent Expert Advisory Group. This new independent and external group will review resulting proposed actions and agree or suggest alternatives. Your valuable input will help to ensure practice continues to evolve positively here in the UK.

If you would like to become even more involved and join our Independent Expert Advisory Group, the UK-SBA would love to hear from you.

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Applied Behaviour Analysis (ABA) and Autism - Child Autism UK - releasing potential

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Applied Behaviour Analysis (ABA) is a form of treatment for disorders on the autistic spectrum. Early intervention can lead to significant benefits

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Autism and Attachment Theory - Are you Anxious or Avoidant? | Patrons Choice

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Have posted link to this book but might be easier to use reference and access through library search.

Chapter 9 – An Explorer Map: Strength Based Approaches

Resilience Model, Solution-Focused Model

Implications of strengths based approached for assessment of needs

MILNER, J. and MYERS, S., 2020. Assessment in Social Work. 5th ed. London: Red Globe Press.

The resilience model can be thought of as the ability to adapt successfully in the face of adversity (Anderson 2013). The model makes use of a characteristic, resilience, which we all have and the aim of the model is to use this in a positive way to effect positive change. Focus here is on the following skills which are considered 'learnable' - emotional awareness, impulse control, optimism, to read and understand emotions, self-efficacy, and reaching out/taking appropriate risk.

The solution-focused model belives that the client can identify their own solutions to their problems. The main focus here is on exploring what has previously worked to help them, and how this can be continued into the future. As such there is heavy focus on the strengths the client already possesses and how these can be used to the clients advantage.

There are a number of advantages to the strengths-based approaches for assessment. First the client and social worker work in partnership to identify solutions to problems and a more positive future. This assists with building a positive therapeutic relationship. Additionally, high quality assessments have been identified as being built on strengths as well as identifying difficulties.

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VLeBooks is a fantastic new way for students to access your eBook catalogue.

Empower your students by giving them quick and easy access to the texts they need and love via this unique website.

Integrated eBook ordering with our existing web platform makes the process simple for librarians and teachers.

Enquiries About Us FAQs Accessibility Statement

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The VleBooks online learning platform provides ebooks to Schools, Universities, and Libraries.

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o   Assessment of needs – single shared assessment (p24-25).

SCOTTISH GOVERNMENT, 2011. The Scottish Strategy for Autism. Edinburgh: The Scottish Government.

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Talking Points - A Personal Outcomes Approach 

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Talking Points - A Personal Outcomes Approach 

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(Chapter 2, pp. 17-34)

The Exchange Model of Assessment (Smale et al 1993)

4 stages: 1. Exchange information, 2. Negotiate, 3. Agree Outcomes (involves user’s view, carer’s view, assessor’s view, agency’s view), 4. Record outcomes.

Within this model, strengths/solution-focused approach is recommended (links back to assessment in social work book, chapter 9 strengths based approaches)

The exchange model of assessment emphasises a collaborative nature of the assessment process which takes into account the views of the client, carer, assessor and relevant agencies, where outcomes are negotiated, agreed and recorded. Negotiation is key in terms of resource constraints and when different views are expressed. Again within this model a strenghts/solution-focused approach is recommended, which links back to the information provided by Milner 2020.

COOK, A. and MILNER, E., 2012. Talking Points Personal Outcomes Approach. [online]. Edinburgh. Available from: https://www.pure.ed.ac.uk/ws/portalfiles/portal/12472569/Talking_Points_Practical_Guide_21_June_2012.pdf [Accessed 8th September 2024].

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Autism can affect how an individual focuses on, interprets, and reacts to others and their environment. This often leads to behaviors exhibited by individuals with autism that may be surprising or unexpected in various situations or interactions. Such differences contribute to the rich diversity of our society.

If you are on the autism spectrum, you may possess a keen attention to detail, an ability to identify anomalies, and strong logical reasoning skills. As a result, you might notice specific details or excel in problem-solving within areas that others might overlook.

Individuals on the autism spectrum may exhibit behaviours that are surprising or atypical. The reasons for these behaviors can include the following:

Lack of Awareness of Others’ Needs - Individuals may not recognize or understand the wants, needs, or desires of those around them.

Difficulty in Expressing Personal Needs - They might struggle to communicate their own needs, wants, or desires effectively.

Challenges in Predicting Behaviour - There can be difficulties in anticipating how others will behave and a lack of understanding regarding what behaviors are considered ‘appropriate’ in various contexts.

Underlying Health Issues - Some individuals may have physical, neurological, mental, or emotional health conditions that affect their overall well-being.

Sensory Sensitivities - Responses to sensory stimuli can be problematic; for instance, bright lights or certain textures may cause discomfort, while loud noises can hinder concentration.

Hypervigilance and Self-Regulation Issues - Being overly alert or having difficulty with self-regulation can lead to more reactive responses in situations rather than taking a moment to pause and consider actions before responding.

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Information about behavioural sensitivities and differences in people with autism and strategies for behaviour.

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The study of Autism Spectrum Disorder (ASD) has often proven to be a challenge throughout the ages - no less because the disorder looks different for everyone who has it, but also because it shares symptoms with other imbalances, such as attachment difficulties.

The complex relationship between the communication and socializing difficulties associated with autism, and its concurrent disruptions to the caregiver-child bond, makes it difficult to determine how much autism impacts the development of a secure attachment style. And also how the formation of an attachment style affects the symptoms of autism. Moreover, research in the area is somewhat limited and conflicting.

Yet, there is a clear relationship between ASD and attachment theory, and an awareness of this association may help caregivers, adults with ASD, and professionals in the area understand how to best manage symptoms and facilitate the development of a secure attachment style.

Therefore, we have done our best to outline this relationship in light of the information that is available. This article will discuss:

What autism is

Similarities between autism and insecure attachment

Differences between autism and insecure attachment

The relationship between autism and attachment

How caregiver attachment style may impact ASD symptoms

Overall thoughts on autism and insecure attachment

What Is Autism?

Autism is a lasting developmental disorder that affects how people with it interact and communicate with the world. It is characterized by challenges around speech and non-verbal communication, social skills, and repetitive actions. The Centers for Disease Control recently reported that approximately 2.21% of people in the United States are on the spectrum of autism.

As autism is a spectrum disorder, each person with it is affected differently and thus presents with a distinct set of difficulties and strengths. For this reason, the skillset of people with autism can range from high functioning to severely challenged. Some autistic individuals require very little support in order to lead a fulfilled life, but others may need a great deal of help. Although the severity of peoples' symptoms varies massively, the common traits of autism are:

Difficulties interacting and communicating with others

Problems understanding others' feelings or thoughts

Anxiety about unfamiliar events or social situations

Finding loud noises and bright lights uncomfortable and stress-inducing

Repeating the same actions/thoughts

Processing information at a slower pace

The Similarities Between Autism and Insecure Attachment

The symptoms of insecure attachment and autism often overlap to such a degree that clinicians express difficulties with diagnosis. Although there needs to be more consistent research into the area, a common finding from studies, in general, is that children with autism are at high risk of developing an insecure attachment style. However, a number of variables - which we will discuss subsequently - affect this relationship.

There are evident similarities between the traits of autism and those of an insecure attachment style, including:

Troubles with social skills and communication

Emotion regulation difficulties

Repetitive, self-stimulating behaviors (also known as stimming)

A preference for being alone

Difficulties with maintaining eye-contact

Avoidance of affection from loved ones

Sensory difficulties

Problems with empathy

How Autism and Insecure Attachment Differ

The most prevalent difference between the development of an insecure attachment style and the presence of autism is that with the proper guidance and effort, an insecure attachment style can be healed. People with autism can benefit from support, learn skills, and lead a fulfilled life. Still, autism is nevertheless a lifelong condition. Some other notable differences between autism and insecure attachment include:

Boundaries around trust and affection - many autistic individuals don't necessarily have an issue with trust and affection, but rather with the sensory elements involved in demonstrating endearment, such as hugging and kissing.

Attunement to others - people with autism tend to be unaware of the thoughts and feelings of others. In contrast, some of us with an insecure attachment style tend to be hypervigilant towards what we perceive to be other peoples' feelings, thoughts, and actions.

Bending the truth - insecure attachers may attempt to impress others or shift the focus of blame in order to come across favorably. However, people with autism struggle to deceive others or tell anything less than the truth.

Issues with eating - some individuals with attachment difficulties may struggle with food, particularly the social aspect of eating. Autistic individuals tend to also have issues with food. These concerns, however, are more to do with the texture of the food itself, the timing of the meal, and also how it is presented to them.

The Relationship Between Autism and Insecure Attachment

The relationship between autism and insecure attachment is complex. Much of this may be due to the fact that early leaders in the field of ASD regularly claimed that caregiver actions led to the formation of autism. Therefore, before we continue, we wish to clarify that autism is not caused by poor parenting. The exact reason why it develops in some people is unknown. Nevertheless, it is thought to have genetic and biological factors.

There is, however, a correlation between parenting style and the type of attachment style that a child with autism develops.

Children With Autism Are Capable of Forming Secure Attachments

One of the more common traits of autism is difficulty with reciprocal social interactions. And yet, studies have found that a sizable group of autistic individuals form secure attachments. However, bear in mind that the studies demonstrate somewhat mixed and inconclusive findings.

Early research illustrated that infants with autism showed attachment responses to their caregivers. For instance, such children used social actions like looks, touches, vocal cues, and distress when separated. What's more, children with autism may also use their caregiver as a safe base to explore their environment and return to when they feel startled or afraid. Essentially, according to these early studies, children with autism seemingly have similar attachment needs to those without. However, despite what might appear to be typical attachment-related behaviors, there are still clear individual differences in the overall quality of the bond that children with autism form with their caregivers.

The disruption to this bond can come from difficulties with social actions associated with ASD, such as eye contact, stereotyped and repetitive behaviors, and difficulties relating to or understanding others. These issues can be challenging for a caregiver to manage. They may also result in problems meeting an ASD child's needs in the way they require.

Autistic Children May Be at Higher Risk of Forming an Insecure Attachment

Analysis of the overall findings of recent studies showed that children on the ASD spectrum were significantly less securely attached to their caregivers than children without autism. In fact, children on the ASD spectrum were more likely to have a disorganized attachment style than their counterparts.

Furthermore, these findings also suggest that the stronger the child's autism traits, the more likely the child is to be insecurely attached. Moreover, lower levels of developmental ability are more highly associated with disorganized attachment.

However, this lack of attachment security may only be found in children who fall on the more severe dimensions of the autism spectrum. The ASD children with milder symptoms seemed to show more secure attachment traits. In fact, studies that examined attachment in high-functioning older children with ASD found no differences between levels of secure attachment between ASD children and children considered to be typically functioning. This effect may come down to a caregiver's ability to understand their child's needs based on the child's ability to communicate them clearly to them.

The Benefits of Secure Attachment for Autism

Just like anyone else with a secure attachment style, securely attached people with autism tend to be more socially skilled, empathetic, and popular, in general. What's more, autistic children that were found to be securely attached had greater language abilities. They also initiated more interactions with their caregivers during play times than their insecure counterparts.

Also, in line with attachment theory, autistic children who have their emotional needs met through consistent and responsive caregiving are more aware of and better able to respond to the emotional needs of others. What's more, their actions towards others during times of distress demonstrate empathy. However, these traits were not found in insecurely attached children with autism.

Insecure Attachment Traits Could Lead to Early ASD Diagnosis

As problems with social relationships are a key element of ASD, it may be the case that early traits of insecure attachment may be a tell-tale sign of the existence of autism.

A study of young children (approximately fifteen months old) found that the children who were at high risk of developing autism were significantly more likely to display the traits of an insecure attachment style - specifically the anxious attachment style - than children classified as low risk.

Overall, research suggests that high-risk children who show signs of insecure attachment are actually nine times more likely to receive an ASD diagnosis in comparison to high-risk children with secure attachments.

What's more, an insecure attachment style may contribute to the difficulties experienced by children with autism and their families. This is because the traits of an insecure attachment style may further harm the child-parent bond during stressful times.

How Caregiver Attachment Style May Impact the Severity of ASD Symptoms

Attachment styles tend to be passed down through generations. Basically, we tend to parent in the manner in which we are parented, unless we actively attempt to change our behaviors. Yet, autism disrupts both a child's ability and motivation to signal their needs effectively to their caregiver. Therefore, we shouldn't judge a caregiver's ability to be sensitive to their child's needs without these communication difficulties in mind.

As previously suggested, the presence of more severe symptoms of autism may be a determinant of whether children with autism develop a secure or insecure attachment style. Therefore, it might be a child's language ability and communication skills that affect caregivers' sensitivity towards their child rather than the presence of autism in general.

Secure Caregivers May Result in Secure ASD Children

Just like with typically developing children, caregivers of securely attached autistic children have been reported to be more sensitive and responsive towards their childrens' needs than the caregivers of insecurely attached autistic children.

And although children with autism may respond differently to parenting styles than typically developing children, overall, they nevertheless have been shown to react positively to caregivers who model the actions of a secure attachment style. As a result of these secure actions, these children tend to have greater problem-solving skills. They also communicate better and engage more in imaginative thinking and play.

However, these findings are mixed. Some studies suggest that no relationship exists between secure caregiver behaviors and secure attachment in autistic children. Therefore, it may be the case that the wide range in symptom severity and needs of children with ASD may uniquely impact the bond between a child and their caregiver.

Furthermore, it may also be the case that children with autism require different factors than typical children to establish a secure attachment with their caregivers. This may be due to autistic childrens' difficulties with social interaction. They may, in fact, respond to their caregivers' attempts at forging closeness in highly individual ways.

So, in essence, a caregiver's ability to be sensitive to their child's needs should be considered within the context of the specific relationship - including the child's ability to respond to their caregivers' actions sensitively.

But We Cannot Assume Causality

It's important to consider the fact that any studies that assessed caregiver sensitivity and severity of an autistic child's symptoms always did so at the same time. For this reason, we cannot assume that a caregiver's lack of sensitivity to their child's needs resulted in more severe autistic symptoms. Or that a lack of caregiver sensitivity resulted from the presence of more severe autistic symptoms in the first place. The relationship between both is complicated, and more work is needed in the area to reach more confident conclusions.

Nevertheless, caregiver attachment style may play a significant role in both a child's severity of symptoms and ability to relate to others - so an awareness of this and attempts towards acting more sensitive and responsive may have an incredibly positive impact on a child's symptoms overall.

Overall Thoughts on Autism and Insecure Attachment

In all, the findings from research suggest that children with autism are capable of forming secure attachments with their caregivers. However, it also suggests that autistic children may be more prone to developing an insecure attachment than typically developing children. This is explained by the traits of their disorder and subsequent blockages to the child-caregiver bond.

Nevertheless, the symptoms of autism may possibly improve by establishing more secure, stable, and interactive relationships with caregivers. Yet, caregivers of children with autism may struggle to understand how to meet the often complex needs of their children. Therefore, interventions designed to improve caregiver sensitivity may help them to understand how to interact with their children in mutually beneficial ways.

Moreover, for a more detailed understanding of how autism and attachment interrelate, research in the home setting may be needed to obtain more definitive information regarding the development of autism and the specific attachment styles.

References

Seskin, L., Feliciano, E., & Tippy, G. (2010). Attachment and Autism: Parental Attachment Representations and Relational Behaviors in the Parent-Child Dyad. Journal of Abnormal Child Psychology, 38, 949-960.

McKenzie, R., & Dallos, R. (2017). Autism and attachment difficulties: Overlap of symptoms, implications and innovative solutions. Clinical Child Psychology and Psychiatry, 22(4), 632-648.

Naber, F., Swinkels, S., & Buitelaar, J. (2007) Attachment in Toddlers with Autism and Other Developmental Disorders. Journal of Autism and Developmental Disorders, 37, 1123-1138.

Capps, L., Sigman, M., & Mundy, P. (1994). Attachment security in children with autism. Development and Psychopathology, 6(2), 249-261.

Giannotti, M., & de Falco, S. (2021). Attachment and Autism Spectrum Disorder (Without Intellectual Disability) During Middle Childhood: In Search of the Missing Piece. Frontiers in Psychology, 12.

Rutgers, A., Bakermans-Kranenburg, M., van Ijzendoorn, M., & van Berckelaer-Onnes, I. (2004). Autism and attachment: a meta-analytic review. The Journal of Child Psychiatry and Psychology, 45(6), 1123-1132.

Martin, K.,Haltigan, J., Ekas, N., Prince, E., & Messinger, D. (2020). Attachment security differs by later autism spectrum disorder: A prospective study. Developmental Science, 23(5).

Rozga, A., Hesse, E., Main, M., Duschinsky, R., Beckwith, L., & Sigman, M. (2018) A short-term longitudinal study of correlates and sequelae of attachment security in autism. Attachment & Human Development, 20(2), 160-180.

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Attachment Theory and Autism Spectrum Disorders - AP

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The study of Autism Spectrum Disorder (ASD) has often proven to be a challenge throughout the ages - no less because the disorder looks different for everyone who has it, but also because it shares symptoms with other imbalances, such as attachment difficulties.

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BASW - Capabilities Statement for Social Work with Autistic Adults (pp. 15-21) (relates to England but still a good source for looking at responsibilities of the social worker when it comes to assessment of needs – things to consider when assessing an individual with autism)

The capabilities statement arrives at a number of capabilities a social worker should possess when working with those who are autistic. This includes purpose - making sure the autistic adult is a the centre of what they do, understanding strengths-based approaches to social work and focusing on what individuals can do. Additionally, supproting the human rights and dignity of autistic adults by understanding the legistlation and social policies, discrimination and listening to the autistic adults as the expert in their own life. Social workers should also ensure people have a choice and can voice their views. Also included is ensuring we work with people in a way that creates a positive relationship, for example minimising the risk of anxiety by writing ahead of the visit, being on time and respecting their needs and seeking feedback from the autistic adult and their family.

BASW ENGLAND, 2019. Capabilities Statement for Social Work with Autistic Adults. Birmingham: BASW England.

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The behaviourist approach highlights the importance of environmental factors and is grounded in the core idea that human behaviour is influenced by learning and experiences. There are two main components. In classical conditioning, a reflexive response is an action that occurs naturally and automatically. This type of learning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. On the other hand, operant conditioning is characterized by the principle that every behavior has consequences. These consequences can either reinforce or punish the behavior, thereby influencing future actions based on the outcomes experienced (Lishman et al. 2023).

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Using Virtual Reality to Help Kids with Autism | Freethink Superhuman

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A systematic review of early intensive intervention for autism spectrum disorders 

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A systematic review of early intensive intervention for autism spectrum disorders 

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A systematic review of early intensive intervention for autism spectrum disorders - PubMed

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Studies of Lovaas-based approaches and early intensive behavioral intervention variants and the Early Start Denver Model resulted in some improvements in cognitive performance, language skills, and adaptive behavior skills in some young children with ASDs, although the literature is limited by metho …

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Systematic review of autistic peoples experiences of stigma

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Systematic review of autistic peoples experiences of stigma

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Autism can be concealable. People with autism do not have any physical characteristics that can identify them as having autism and so they can sometimes choose to camouflage. The reason for camouflaging can be because of the stigma that is associated with having autism. The stigma of autism can come from the label itself or from the atypical social behaviours that may present in people with autism.

This systematic review focused on four components of stigma that affect people with autism: Perceived stigma, experienced stigma, anticipated stigma and internalised stigma.

This review showed that people with autism are aware of stereotyping, discrimination and prejudice that can come with the label. Multiple studies showed that people with autism anticipated stigma because of the preconceived notions that people held of their diagnosis and some anticipated that they would not live a normal life such as getting married or finding a job. In most studies people with autism had experienced stigma through bullying, exclusion, rejection and either being overly glorified for their diagnosis or being underestimated. Peoples internalised stigma appeared to be low in most studies, however, they often used negative words when talking about themselves such as weird, freak and not normal. The authors of this review recognise the medical model as a contributor to internalised stigma as doctors, therapists and family members of people with autism encouraged them to act in certain ways to fit in which in turn causes individuals with autism to feel that they need to be cured.

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Very interesting podcast on stigma and autism. The hosts share their own experiences and the experiences of others of stigma because of their autism diagnosis.

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Challenging the Stigma of Autism - Uniquely Human: The Podcast

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Representation of autism in fictional media.

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Representation of autism in fictional media.

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In this systematic review, the authors looked at different forms of media and their portrayal of the characters with autism. Media has a huge influence on people perceptions and understandings and in the case of people with autism it can have a negative impact on stereotyping or it may highlight the nuances and strengths  of people with autism. The stigma experienced by people with autism can be hugely affected by the portrayal of people with autism in the media.

One of the important points highlighted in this study was that the way a person with autism was portrayed in TV, movies, books and other sources of media was dependent on the knowledge and understanding of the authors.

The authors of this study found that the most common stereotypes of autism found were intellectual genius, dangerous or uncontrollable. The focus in the media of people with autism was those who had high support needs despite the spectrum of autism being so expansive. There is also a focus on the characteristics of autism that prevent people with autism from being included in society rather than the barriers that society has created that exclude people with autism. The autistic savant was the most portrayed character.

These portrayals of people with autism found in the media only exacerbate the stigma that is faced as they do not show the diversity and the nuances of people with autism.

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Labeling is a process by which a blanket term is given to a person. The effect of the label can be other people's negative views and prejudices because of the label (Maclean ,2015).

For people with autism, the label may be given so that services and support can be accessed, however, it has social consequences (Maclean and Harrison, 2018).

Howard Becker is the most prominent labeling theorist. His belief was that labeling does not occur within the labeled but occurs from others' negative perception of the labeled (Becker, 1963).

In administrative and clinical contexts the label can be positive as it leads to entitlements and supports but in a social context it can lead to stigmatization (Werkhoven, Anderson and Robeyns, 2022).

Studies show people with ASD’s unwillingness to share their diagnosis in areas of education (Hwee Nah, Fang Neo and Shen Hsing Chen, 2012) (despite possibility of extra supports) and online dating (Brosnan and Gavin, 2021) because of worries of prejudice and negative views brought on by the label.

Macclean, S. ad Harrison, R., 2015. Social work theory. Second edition. Great Britain: Kirwan Maclean Associates Ltd.

Becker, H. S. (1963) Outsider. New York: Free Press.

Maclean, S., 2017. Social work theory cards. Second edition. Staffs: Kirwan Maclean Associates Ltd.

Changuiti, O. et al. (2023) 'Simulation and midwifery education 2011-2021: a systematic review', British Journal of Midwifery, 31(5), pp. 286–293. Available at: https://ezproxy.rgu.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=ccm&AN=163525494&scope=site (Accessed: 19 December 2023).

Nah, Y.H., Neo, Y.F., and Chen, A.S.H. (2022) Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers, Research in autism spectrum disorders, 97. Available at: https://www.sciencedirect.com/science/article/abs/pii/S1750946722001076 [ Accessed on: 28th October 2024].

Werkhoven, S., Anderson, J.H. and Robeyns, I.A.M. (2022) Who benefits from diagnostic labels for developmental disorders?, Developmental medicine and child neurology, 64(8), pp. 944-949. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC9306602/ [Accessed on: 28th October 2024].

Brosnan, M. and Gavin, J. (2021) The Impact of Stigma, Autism Label and Wording on the Perceived Desirability of the Online Dating Profiles of Men on the Autism Spectrum, Journal of Autism Development Disorder, 51(11), pp. 4077–4085. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC8510896/ [Accessed on: 28th October 2024].

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Who benefits from diagnostic labels for developmental disorders?

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Who benefits from diagnostic labels for developmental disorders?

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This journal article looks and the benefits and deficits of labelling people with ASD and ADHD.

Labels are used in the following contexts: Clinical, social, therapeutic and scientific. When critisising or supporting the use of labels, professionals need to take into consideration the 4 contexts in which labels are used and the benefits and deficits of the use of labels in those contexts.

Scientific context

Role: ASD labels can create  shared language that can be used to group people together who have similar behaviour patterns so that their behviours can be predicted and a course of intervention recognised.

Benefits: Labeling ASD can have some support in explanation of why people behave in certain ways and it can predict development.

Deficits: The DSM 5 criteria for ASD is too generalised and to know that somebody has ASD tells us very little about them beyond that they have met the criteria.

Therapeutic context

Role: Therapeutic supports and intervention focus on improving wellbeing and providing coping strategies for people with ASD. Theraputic interventions are guided by the DSM5.

Benefits: The benefits of labeling ASD can be recognised by people with ASD and caregivers as it reduces complex behaviours hat can be frustrating and hard to understand into one label. This can give a sense of relief to people with ASD and research has shown that once a label is given, the person is gentler on themselves as it is no longer their fault that they behave in certain ways or that they are different to others. The blame is removed from the person and put on the label. This can create a sense of acceptance. Practical advice can also be taken from the DSM5 to provide therapeutic interventions.

Deficits: It can cause a reductionist view of the person in the eyes of themselves and others. Everything they do and say is viewed through the lens of the label. The label can also lead to a self fulfilling prophecy. The person diagnosed may start to believe the negative views of themselves and start to live up to the negative stereotypes. Another deficit of labeling in therapeutic contexts is that the person may not fully see themselves in the criteria of their label and this could lead to confusion or disappointment.

Social Contexts

Benefits: A persons label may be used to ensure that the environments that they work or live in are appropriate to their diagnosis. It also allows a person to communicate their needs without a long explanation. Labels have also been used to advocate for social change and recognition that ASD is just another form of human diversity. Overtime this will mean that labels are redundant.

Deficits: The biggest deficit to being given a label is that it can lead to stigmatization and self stigmatization. People with ASD face this in everyday life and not matter the benefits of their label, the stigma experienced because of it can have detrimental effects on mental health and wellbeing.

Administrative contexts

Role: Allows for the allocation of resources.

Benefits: With a label a person can apply for educational, psychotherapeutic and financial support.

Deficits: As a result of needing a diagnosis to get social supports, people and their caregivers face huge administrative hurdles to access supports that can cause massive stress and anxiety. The need for a diagnosis to access supports also leads to a strain on clinical services that offer assessments. Support should be based on need not a diagnosis.

Werkhoven, S., Anderson, J.H. and Robeyns, I.A.M. (2022) Who benefits from diagnostic labels for developmental disorders?, Developmental medicine and child neurology, 64(8), pp. 944-949. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC9306602/ [Accessed on: 28th October 2024].

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An overview and history of Scottish Policy on Autism

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An overview and history of Scottish Policy on Autism

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The Scottish Autism website is very informative around people with autism and the development of the Scottish social policies over the last 10 years or so. The 2000 review highlighted there are gaps in the knowledge and understanding of what it means fir individuals to have autism. The 2001 Assessment came from a group of individuals including professionals and parents of individuals who were on the autism spectrum. This saw the Scottish Government creating a specific autism reference group which pinpointed certain recommendations on diagnosis, better training and provision of information to try and improve services for individuals with autism. Educational services were also considered, and the aims were that every child with autism had access to an appropriate school with teachers and staff who had adequate training in autism to ensure individuals with autism had better opportunities to gain qualifications. In 2007 came the publication with more guidance on assessment, diagnosis and intervention for individuals on the spectrum up to 18 years of age. Then in 2008 policy guidance for the commissioners of services to ensure important aspects for provision of services were then embedded in agencies policies and regulations. This all accounted for the Scottish Government and COSLA then implementing the Scottish strategy for autism in 2001.

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Over the last decade in Scotland there has been an increasing strategic policy focus on the needs of autistic individuals including those with Asperger's Syndrome.

The 2000 Review

In 2000 the Scottish Government undertook a review of services for people with learning disabilities. Although, by definition Asperger's Syndrome is not a learning disability the resulting document, "The Same as you?" and associated recommendations insightfully took account of the needs of this population. In service provision terms people with a diagnosis of Asperger's Syndrome often fall between the gaps as it is neither a learning disability nor a mental health issue. This can result in needs being overlooked and unmet.

"The Same as You?" highlighted such issues as the lack of knowledge among professionals about the autism spectrum. A general shortage of services for adults was also recognised as was the potential unsuitability of services designed to support individuals with a learning disability. In total 29 recommendations were made some of which had an autism spectrum specific focus (Scottish Government, 2000).

The 2001 Assessment

This was followed in 2001 by The Public Health Institute Scotland Needs "Assessment of Autistic Spectrum Disorders" (ASD) (PHIS 2001). The report was the output of a working group consisting of professionals from a range of disciplines as well as parents of individuals on the autism spectrum. The report aimed to provide the most accurate picture of the level of service provision for ASD along with guidance on how existing services might be improved. This resulted in 32 recommendations and the formation of an autism reference group led by Scottish government with a specific focus on diagnosis, training and information (Dunlop, Tait and Robinson, 2009).

Training

The dearth of training among professionals mentioned previously was highlighted by a two year research project that resulted in the publication of The National Training Framework for Autism Spectrum Disorders (Mackay and Dunlop, 2004). In addition to highlighting gaps in training, and developing a national framework that could be applied to any professional involved in the care, support or education of people on the spectrum a number of further recommendations were made. Among them was that a system of accrediting training in autism and the trainers who deliver such training should be developed. The initial phase of this work has recently concluded. This has resulted in the stated intention to develop a new qualification for individuals providing training in autism (Dunlop, Tait and Robinson, 2009).

Policy Evolution

A strategic focus on education provision has also been evident. Her Majesty's Inspectorate of Education (HMIE) conducted a review of provision for pupils on the spectrum (HMIE, 2006).This work was augmented by the National Autistic Society's "make school make sense" campaign report (Batten and Daly, 2006). Both reports made a series of recommendations that ultimately resulted in the formation of an Autism Education Working group led by the Support for Learning Division, Schools Directorate of the Scottish Government. The outcome of this process was the publication of "The Autism Toolbox - an autism resource for Scottish Schools" (Dunlop, Tait, Leask, Glashan, Robinson and Marwick, 2009).The aim of this resource is to support the inclusion of children and young people in mainstream education services. Although the focus is primarily on school-based education, guidance on transition to further and higher education is included.

The autism spectrum attracts a wide range of views on intervention that includes, behavioural, educational, social and biochemical approaches. In 2007 the national focus on the autism spectrum continued with the publication of guidance on assessment, diagnosis and intervention for individuals on the spectrum up to 18 years of age(Scottish Intercollegiate Guideline Network (SIGN), 2007).

In 2008 policy guidance for commissioners of services was developed. The aim of this guidance was to identify specific areas commissioners should embed in service specifications when seeking tenders for the provision of direct services for adults on the spectrum.

In November 2011, the Scottish Government and COSLA launched the Scottish Strategy for Autism.

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Over the last decade in Scotland there has been an increasing strategic policy focus on the needs of autistic individuals including those with Asperger’s Syndrome. The 2000 Review In 2000 the Scottish Government undertook a review of services for people with learning disabilities. Although, by definition Asperger’s Syndrome is not a learning disability the resulting document, “The Same as you?” and associated recommendations insightfully took account of the needs of this population.

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Learning Disabilities, Autism and Neurodivergence Bill Consultation,

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Learning Disabilities, Autism and Neurodivergence Bill Consultation,

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A consultation on proposals for learning disabilities Autism and Neurodivergence Bill.

The Bill seeks the views of the population on how this can be Done.

SCOTTISH GOVERNMENT, Learning Disabilities, Autism and Neurodivergence Bill: consultation. 1 edn. Scotland: Scottish Government.

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Learning Disabilities, Autism and Neurodivergence Bill: consultation

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The Scottish Government is committed to protecting, respecting and championing the rights of people with learning disabilities and neurodivergent people. This consultation on proposals for a Learning Disabilities, Autism and Neurodivergence Bill seeks the views of everyone on how we can do this.

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Learning Disabilities, Autism, and Neurodivergence Bill

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Learning Disabilities, Autism, and Neurodivergence Bill

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The bill is framed with extensive input from those with lived experience through the Lived Experience Advisory Panel (LEAP). It seeks to gather public feedback.

SCOTTISH GOVERNMENT, 2023. Learning Disabilities, Autism and Neurodivergence Bill: Consultation. Edinburgh: Scottish Government.

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An overview and history of Scottish Policy on Autism 

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An overview and history of Scottish Policy on Autism 

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The Scottish Autism Organisation website provides a wealth of information on Autism services such as training, support and events about Autism.

It was established in 1668 by a group of parents. It also provides an overview of the history of Scottish Policy on Autism. It states that in 2000the Scottish Government reviewed the services for people with learning disabilities, and looked at training and assessment, and also evaluated policy.

The policy focused on educational needs of people with Autism. From this the Autism toolbox was published.

This was Autism resource for schools all over Scotland.

In 2008 policy guidance for Commissioners was developed, and in 2011 Scottish Government and COSLA launched Scottish strategy for Autism.

Reference: SCOTTISH AUTISM, 2024. An overview and history of Scottish Policy on Autism. [online]. Scottish Autism. Available from: https://www.scottishautism.org/about-autism/strategy-policy-initiatives/autism-policy [Accessed 22/11 2024].

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Over the last decade in Scotland there has been an increasing strategic policy focus on the needs of autistic individuals including those with Asperger's Syndrome.

The 2000 Review

In 2000 the Scottish Government undertook a review of services for people with learning disabilities. Although, by definition Asperger's Syndrome is not a learning disability the resulting document, "The Same as you?" and associated recommendations insightfully took account of the needs of this population. In service provision terms people with a diagnosis of Asperger's Syndrome often fall between the gaps as it is neither a learning disability nor a mental health issue. This can result in needs being overlooked and unmet.

"The Same as You?" highlighted such issues as the lack of knowledge among professionals about the autism spectrum. A general shortage of services for adults was also recognised as was the potential unsuitability of services designed to support individuals with a learning disability. In total 29 recommendations were made some of which had an autism spectrum specific focus (Scottish Government, 2000).

The 2001 Assessment

This was followed in 2001 by The Public Health Institute Scotland Needs "Assessment of Autistic Spectrum Disorders" (ASD) (PHIS 2001). The report was the output of a working group consisting of professionals from a range of disciplines as well as parents of individuals on the autism spectrum. The report aimed to provide the most accurate picture of the level of service provision for ASD along with guidance on how existing services might be improved. This resulted in 32 recommendations and the formation of an autism reference group led by Scottish government with a specific focus on diagnosis, training and information (Dunlop, Tait and Robinson, 2009).

Training

The dearth of training among professionals mentioned previously was highlighted by a two year research project that resulted in the publication of The National Training Framework for Autism Spectrum Disorders (Mackay and Dunlop, 2004). In addition to highlighting gaps in training, and developing a national framework that could be applied to any professional involved in the care, support or education of people on the spectrum a number of further recommendations were made. Among them was that a system of accrediting training in autism and the trainers who deliver such training should be developed. The initial phase of this work has recently concluded. This has resulted in the stated intention to develop a new qualification for individuals providing training in autism (Dunlop, Tait and Robinson, 2009).

Policy Evolution

A strategic focus on education provision has also been evident. Her Majesty's Inspectorate of Education (HMIE) conducted a review of provision for pupils on the spectrum (HMIE, 2006).This work was augmented by the National Autistic Society's "make school make sense" campaign report (Batten and Daly, 2006). Both reports made a series of recommendations that ultimately resulted in the formation of an Autism Education Working group led by the Support for Learning Division, Schools Directorate of the Scottish Government. The outcome of this process was the publication of "The Autism Toolbox - an autism resource for Scottish Schools" (Dunlop, Tait, Leask, Glashan, Robinson and Marwick, 2009).The aim of this resource is to support the inclusion of children and young people in mainstream education services. Although the focus is primarily on school-based education, guidance on transition to further and higher education is included.

The autism spectrum attracts a wide range of views on intervention that includes, behavioural, educational, social and biochemical approaches. In 2007 the national focus on the autism spectrum continued with the publication of guidance on assessment, diagnosis and intervention for individuals on the spectrum up to 18 years of age(Scottish Intercollegiate Guideline Network (SIGN), 2007).

In 2008 policy guidance for commissioners of services was developed. The aim of this guidance was to identify specific areas commissioners should embed in service specifications when seeking tenders for the provision of direct services for adults on the spectrum.

In November 2011, the Scottish Government and COSLA launched the Scottish Strategy for Autism.

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Over the last decade in Scotland there has been an increasing strategic policy focus on the needs of autistic individuals including those with Asperger’s Syndrome. The 2000 Review In 2000 the Scottish Government undertook a review of services for people with learning disabilities. Although, by definition Asperger’s Syndrome is not a learning disability the resulting document, “The Same as you?” and associated recommendations insightfully took account of the needs of this population.

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The policy sets out a strategy/ plan after Scottish Government sought recommendation to improve services for people of all ages with Autism. twenty six recommendations were made, and from this six aims were identified that aimed to improve the quality of life, and encourage equality, inclusion and independence.

it looks as putting in early intervention support services as well as multi agency

team work.

SCOTTISH GOVERNMENT, 2011. Scottish Strategy for Autism   p. [online]. Available from: https://www.gov.scot/publications/scottish-strategy-autism/pages/3/ [Accessed 29/11 2024].

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Scottish Strategy for Autism to ensure that progress is made across Scotland in delivering quality services for people with autism and their families.

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Autism within the Mental Health (Scotland) Act 2003: FOI Release

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Autism within the Mental Health (Scotland) Act 2003: FOI Release

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The Document covers requested information on the definition of how and where autism is covered in the act under the definition of learning disability and where exactly it is in the mental health Act and where in the Act it states that Autism is a Mental Disorder/ Mental illness

The document states The Autism within the Mental Health (Scotland) Act 2003: FOI Release aims to provide clarity around the diagnosis of Autism.

The Act definition of a mental disorder as mental illness, personality disorder or learning disability this is under s.328 (1) of the 2003 Act.

In the Act s.328 (2) specifies exclusions, and only those in s328(2) are excluded in the definition of a mental disorder.

The document stated that the Millan report has recommended that learning disabilities should include Autism Spectrum Disorder.

The Document also states that while recognising Autism is a disability/mental disorder it does not mean that someone with this diagnosis can be made subject to a compulsion order under the act.

Autism within the Mental Health (Scotland) Act 2003: FOI Release. Scottish Government.

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Autism within the Mental Health (Scotland) Act 2003: FOI release

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Information request and response under the Freedom of Information (Scotland) Act 2002

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Let’s start with some definitions—what exactly is autism? Over the last 80 years, since it was first identified in the 1940s, there have been a lot of different takes on this.

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In the early days, there was called Bruno Bettelheim, a child psychologist from the 20th century, whose work caused a lot of harm. He came up with the 'refrigerator mother' theory, claiming autism was caused by mothers being cold and unloving.

It’s been completely debunked now, but at the time, it caused stigma and emotional damage to families, taking attention away from more important research. Bettelheim’s methods weren’t just wrong; they were downright cruel. Unfortunately, his ideas lingered on in some places until the 1990s (Briggs, 2019).

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Fast forward to the 21st century, and autism is now described in the DSM-5—the go-to manual for classifying mental health conditions. It defines autism as a behavioural diagnosis involving difficulties in social communication and interaction alongside repetitive or restricted behaviours. These challenges can vary a lot depending on age, development, and circumstances (American Psychiatric Association, 2022).

That said, I think this definition is pretty reductionist. Autism is so varied that pinning it down like this and only focusing on the deficits and not the strengths doesn’t do it justice.

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To better understand autism, I’ve looked at a paper by Fransisca Febriana Sidjaja called "The Growing Definition of Autism".

According to this more modern take, autism is a complex and evolving condition. It’s not just about challenges with communication or behaviour—it’s about a spectrum of neurodevelopmental differences. It’s not something that needs a 'cure'; it’s a natural part of human diversity. Autism is rooted in biology and has strengths, perspectives, and adaptive behaviours (Sidjaja, 2024).

This ties into the neurodiversity movement, which sees autism as part of the natural variety in how people think and experience the world. It pushes for acceptance and support while rejecting stigma and celebrating individuality (Den Houting, 2019).

It’s worth comparing the evolving understanding of autism to how society has viewed homosexuality. Until 1973, homosexuality was classified as a mental illness in the United States, and in many parts of the world, it was outright illegal until relatively recently. This stigmatisation created immense harm for countless individuals, forcing them to hide a fundamental part of who they were.

Over time, however, society’s perspective began to shift, recognising homosexuality as an inherent part of identity rather than something to be 'fixed' or criminalised (Kunzel, 2018).

In a similar way, autism is moving away from being seen solely as a medical 'disorder' towards being understood as an integral part of human diversity. Just as the LGBTQ+ rights movement reframed homosexuality as a valid and celebrated identity, the neurodiversity movement is challenging outdated notions of autism, advocating for acceptance, inclusion, and support rather than stigma or 'cures.' This evolution shows how societal attitudes towards identity can adapt over time, paving the way for greater understanding and dignity for those once marginalised.

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Have a watch of these two short videos featuring Barrington and Murray. They’re great for showing just how much of a spectrum autism really is and how it differs from what we’d call 'neurotypical' experiences. It’s worth noting too that Chris Packham, the presenter in the Murray clip, is himself autistic.

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(BBC London, 2022)

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Living with autism in London- BBC London

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(BBC, 2023)

Hopefully, these clips help highlight the wide range of challenges that autistic people face. But they also raise an important ethical question: Is it fair to diagnose something as varied as autism using a single set of criteria—criteria that focus only on what’s seen as deficits rather than recognising strengths?

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"Autistic people need to be heard in this world" | Inside Our Autistic Minds - BBC

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One of the key themes I want to touch on is the importance of ethics in social work. Here in Scotland, we’re guided by the SSSC Codes of Practice, updated in 2024 and set the standards for how we work.

These codes make it clear that we’ve got a duty to protect and promote people’s rights, treating everyone with dignity, respect, and compassion, while making sure they can make informed choices about their lives.

Building trust is key—it takes honesty, reliability, and a strong respect for confidentiality to create a safe and supportive environment.

Our role is also about balancing wellbeing and independence with managing risks. This isn’t something we do for people; we work with them, collaboratively.

And, of course, accountability is essential. We’re expected to keep up high standards, look for learning opportunities, and always reflect on how we can improve. Employers play their part by creating safe and inclusive workplaces and supporting us with ongoing professional development.

Now, when it comes to working with autistic individuals, these principles become even more crucial. The SSSC Codes of Practice provide us with a solid framework for this work, so let’s look at the key points that matter most.

First, it’s about protecting and promoting the rights of individuals. For autistic people, this means recognising that every person is unique—respecting how they communicate and supporting their right to make informed choices in a way that works for them.

Building trust is essential too. By being honest, dependable, and maintaining confidentiality, we create an environment where autistic individuals feel valued and understood.

We also need to promote wellbeing and independence, making sure we provide the right kind of support while minimising harm. That might mean creating sensory-friendly spaces or tailoring approaches to fit the needs of the individual.

Autistic people, like anyone else, have the right to take risks. Our role is to empower them to try new things, while being there to support them in managing any challenges along the way.

And finally, accountability matters. We’ve got to hold ourselves to high standards, reflect on our work, and keep learning—deepening our understanding of autism so we can improve the outcomes for those we support (SSSC, 2024).

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To bring this to life, I want to show you a short video featuring Dr. Stephen Shore (Autism Stories, 2019).

Dr. Stephen Shore is a fantastic advocate for autism, and his story is inspiring. Diagnosed as a young child, he was once thought to be 'too disabled' to live a meaningful life. He didn’t speak as a child, and his parents were told he never would. But through support and sheer determination, he defied all expectations.

Now, he’s a Clinical Assistant Professor at Adelphi University in the States, with a doctorate in special education. He’s written books like Beyond the Wall and College for Students with Disabilities, offering insights into living with autism and navigating education and life.

Dr. Shore’s approach is rooted in understanding autism as a natural variation in human development, not as a condition that needs to be 'fixed.’

His famous line, 'If you’ve met one person with autism, you’ve met one person with autism,' reminds us of the individuality of every autistic person (Shore, 2024).

Both the SSSC Codes of Practice and Dr. Shore’s lived experience remind us that our practice must focus on seeing people as individuals. This stands in contrast to the diagnostic manuals, which try to fit autism into neat criteria. Real life is much more complex, and our practice must reflect that.

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Stephen Shore: You have met one autistic person

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While most agree that identifying autism early can make a big difference in someone’s life, it’s not without its challenges—so let’s have a look at both sides of the argument, with a small sprinkle of ethics theory along the way.

One of the strongest arguments for early diagnosis is that it opens the door to early intervention. Research shows that getting support between 18 and 48 months can make a big difference to communication, social skills, and overall development, thanks to the brain’s heightened plasticity at that age.

From a utilitarian ethical perspective, it’s a no-brainer—maximising positive outcomes not just for the individual but also for their families and the wider community.

But let’s not get carried away. Virtue ethics reminds us that it’s not just what we do but how we do it that matters. Are we stepping in with compassion and humility, or are we making it sound like autism is something to be 'fixed'? Interventions need to build on the individual’s strengths, not force them to fit into what society expects.

Early diagnosis also offers huge benefits for families, giving them access to support systems, therapy, and community networks. Families often say they feel relieved when they finally understand their child’s needs and can find ways to meet them This is a classic care ethics approach—helping families manage the stress and emotional load of raising a child with additional needs.

That said, this isn’t exactly a level playing field. Getting a timely diagnosis can be pricey and stressful, especially for families who are already stretched thin. John Rawls’ distributive justice theory reminds us that services need to be accessible to everyone, not just those who can afford them. After all, if you’re struggling to pay for your heating, finding cash for therapy sessions probably isn’t top of your to-do list.

In Considering the Ethical Risks of Early Diagnosis, here’s where things get tricky. One big risk is the potential for stigma. While a diagnosis can help people understand themselves, it can also lead to labelling—kids being seen as 'different' or having lower expectations placed on them. From a deontological perspective, we have a duty to avoid causing harm, whether that’s through mislabelling or making assumptions about what an autistic person can or can’t do. (think back to Steven shore and the opinions following his early diagnosis)

Another problem is the risk of misdiagnosis or overdiagnosis. Current tools aren’t always great at telling autism apart from other developmental conditions, especially in very young children. And let’s be honest—no parent wants to be sent down a rabbit hole of unnecessary interventions or false hope.

This is where a principlist approach comes in, balancing beneficence (doing good) with nonmaleficence (avoiding harm). While the benefits of early intervention are clear, we need to refine diagnostic tools and be upfront with families about any uncertainties.

At the end of the day, it’s about balance. Early diagnosis brings huge benefits, but it also comes with risks—stigma, misdiagnosis, and the ethical challenge of framing autism as a deficit. Narrative ethics reminds us to listen to the stories of autistic individuals and their families, ensuring that our practices reflect their diverse experiences and priorities.

So, the real question isn’t whether we should diagnose early but how we do it. By weaving together ethical theories—utilitarianism to weigh the outcomes, deontology to uphold our duties, and care ethics to build meaningful relationships—we can ensure that early diagnosis becomes a tool for empowerment and inclusion, not marginalisation.

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Understanding communication preferences and sensory sensitivities in autism is a bit of a minefield. It’s not just about figuring out what works best; it’s tied deeply to identity and lived experience—and that’s where the real ethical challenges come in.

Autistic communication often doesn’t fit into what society might call 'normal.' From using augmentative devices to nonverbal methods, these approaches are too often undervalued. The risk is that we end up with interventions focused on standardisation rather than individuality—which, let’s be honest, is just another way of saying, 'fit in or else.’

Take Murray and his iPad, for example. That tailored approach doesn’t just help him communicate—it respects his personal agency and gives him a voice on his terms. I think you will agree with Chris Packham that his insights are deeply profound.

Some argue for a person-centred ethical approach, rooted in the principle of 'nothing about us without us,' reminding us to include autistic voices in shaping interventions. It’s a bit like Kantian ethics—respecting autonomy and dignity, which sounds fancy but really just means treating people with the respect they deserve.

And then there’s sensory sensitivities, which Caroline Robertson and Simon Baron-Cohen say are central to autism. They impact everything from social interactions to the sheer torture of non-inclusive environmnts, think about an open-plan office. Honestly, who thought those were a good idea?

Sofie Boldsen’s research gives us a closer look, showing how sensory disruptions shape how autistic folk experience the world. It’s a strong argument for creating sensory-friendly environments.

Utilitarian ethics would have us design spaces that maximise well-being for everyone, inclusive of all those diverse sensory needs. But—and it’s a big but—Christine Hens reminds us not to go too far down the path of trying to 'fix' autism. Respecting autism as part of someone’s identity is crucial. It’s the neurodiversity movement in action, pushing back against outdated views that see autism purely as a deficit.

Annoni Pasar and Paulo Visconti suggest tailored strategies for managing sensory differences, but they’re clear these should enhance autonomy and agency, not force conformity. It’s about adopting a holistic approach informed by virtue ethics, which—let’s be real—is just a fancy way of saying we should show a bit of compassion and include people in the conversation.

In the end, what we need is a shift toward strategies that value individuality, uphold autonomy, and foster inclusion.

That means challenging societal norms to properly embrace neurodiversity. After all, it’s those differences that make a community thrive—not trying to squeeze everyone into the same mould.

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Advocating for and empowering autistic individuals isn’t exactly a walk in the park. It’s a complex challenge, especially when you throw ethics into the mix.

Advocacy is all about championing the rights, wellbeing, and inclusion of autistic people while tackling the many barriers they face—and trust me, there are plenty of those.

Take parents, for example. According to Kobie Boshoff, being a parent of an autistic child often means becoming a full-time advocate. It’s an emotional rollercoaster as they push to secure diagnoses, fight for services, and educate others about autism . From a virtue ethics perspective, this kind of advocacy is powered by compassion and perseverance, driven by the love and care parents have for their children.

But it’s not the same story for everyone. Jamie Pearson and his co-authors, highlight how marginalised groups, like ethnically diverse families, face even tougher challenges, including racial discrimination and systemic inequalities. This is where distributive justice comes into play—it’s about making sure resources and support are shared out fairly so that no one is left behind. After all, it’s no good having a system that works if it only works for some folk.

Of course, it’s never that straightforward. Matthew Mccoy and his team from the University of Pennsylvania discuss the issue of partial representation in advocacy. Sometimes, efforts focus on individuals considered 'higher-functioning,' unintentionally sidelining those with more complex needs. From a deontological perspective, this raises serious questions about fairness. In practice, we’ve got a duty to represent everyone equally, not just the people who fit neatly into a particular box.

Then there’s the neurodiversity movement, which frames autism as a natural part of human variation rather than a problem to be 'fixed.' Sounds good, right? Well, it’s a bit more complicated. Kathy Leadbitter points out that while this perspective resonates with many autistic self-advocates, it can feel out of step with the experiences of families dealing with significant challenges. It’s a tricky balance—relational ethics reminds us to understand diverse lived experiences and approach advocacy with empathy. In other words, it’s about walking a mile in someone else’s shoes, even if those shoes don’t fit very well.

Programs like FACES, highlighted by Pearson show how culturally tailored interventions can make a real difference for marginalised communities. These initiatives focus on relationships, trust, and context-specific support, aligning with care ethics to meet the unique needs of families. It’s a bit like having a hand made suit—it just fits better.

But advocacy is never without its clashes. McCoy reminds us that it’s a contested space where priorities don’t always line up. Self-advocates who embrace neurodiversity argue for accepting autism as part of identity, while some parents focus on interventions to address profound challenges. From a utilitarian perspective, it’s a balancing act—how do we maximise wellbeing for everyone while respecting individual autonomy?

At the end of the day, effective advocacy in social work practice means balancing inclusion, equity, and responsiveness to individual needs. Guided by ethical frameworks like virtue ethics, care ethics, and justice theories, advocacy can tackle systemic inequities, amplify marginalised voices, and centre autistic perspectives and if we can pull all that off, advocacy becomes a tool for creating real change and building a society that supports and accepts everyone—as it should be.

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At the heart of ethical social work is the ability to build real, trusting relationships—especially with those who face systemic barriers and feel like the world’s stacked against them. Let’s face it, if you can’t build trust, the rest of it doesn’t stand much chance, does it?

But here’s the thing: building relationships isn’t just some box-ticking exercise; it’s the very core of what makes social work effective. Cody Morris and her co-authors point out that when working with people who might not communicate in the usual ways—like those with autism or developmental disabilities—we need to go beyond the formalities, like simply getting consent. Instead, we need to aim for what’s called 'assent,' where we actively respect the individual’s preferences and give them a real say, even if they can’t express it in the usual ways. It’s about dignity, self-determination, and putting relationships front and centre of everything we do.

Romy Hume now Dr Hume, takes this a step further, critiquing traditional therapeutic approaches. While techniques are important, Hume suggests that it’s the authenticity of the practitioner that really matters. Autistic adults in the study talked about the need for deep empathy, being genuine, and showing unconditional positive regard—ideas rooted in Carl Rogers’ person-centred approach.( something I will touch on in the next slide)  But here’s the kicker: with autistic individuals, these values need dialling up.

Empathy has to be more than just nodding along—it’s about actively listening and making sure we’re not jumping to conclusions. And as for being genuine? Well, many autistic folk are sharp as a tack when it comes to spotting insincerity, so any contrived nonsense is going to get clocked straight away.

Hume’s findings also give a good nudge to those who assume autistic people aren’t interested in relationships. It’s not that—they’re just often let down by systems and professionals who fail to understand what relational support actually means.

Amanda Girardi, Mary Curran, and Briana Snyder add to this, exploring the challenges autistic individuals face in forming social connections. Misreading social cues, struggling to express affection, or finding it hard to interpret emotions aren’t signs of disinterest; they’re part of the social and communication challenges that come with autism. These barriers underline the need for social workers to take patient, individualised approaches to build trust. And here’s the rub—when relational work is neglected, the results can be grim resulting in isolation, depression, and a poor quality of life. Effective social work doesn’t just help individuals navigate these relationships; it also educates families and communities about inclusion. After all, understanding beats assumptions every time.

But it’s not just about one-on-one work. There’s a bigger picture here. Allsion Birnschein highlights peer training programs designed to tackle stigma and improve social integration for autistic individuals. The research shows that giving typically developing peers the tools to better understand and connect with autistic people helps create more inclusive environments. Thinking back to the Buckland report referenced earlier, a study of Autism and employment in the UK., The main challenge autistic people face in employment is not their own challenges. It is the lack of understanding from co-workers and managers. And let’s be honest, it’s not just about being nice—it’s about shifting attitudes so that everyone gets a fair crack at life.

In this, I aim to remind you that relationships in social work go beyond what happens in the room. It’s about creating supportive networks—communities where people don’t just feel tolerated but truly included. By addressing stigma and encouraging authentic engagement, these ideas don’t just help individuals—they challenge the very systems that marginalise and disable them.

So, pulling all this together, I’d argue that prioritising relationships in ethical social work practice isn’t just a 'nice to have'; it’s absolutely essential. Whether it’s in direct client work or in broader advocacy, relationships sit at the centre of it all.

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One of the biggest hurdles when working with autistic individuals is tackling the societal and institutional barriers that hold them back. For far too long, autism has been treated like a medical problem to 'fix,’ think back to Bettlehiem and the reductionist definitions currently in use. This can Lead to interventions that often miss the point—and sometimes do more harm than good. It’s no wonder folk get frustrated. That’s why our commitment to anti-oppressive and culturally humble practices needs to stay rock solid.

A key shift we need is embracing the neurodiversity paradigm, which sees autism not as a disorder but as a natural variation of human experience. In other words, accepting people for who they are—simple as that. This perspective reminds us that autistic individuals have unique strengths and insights.

Think about it—research shows many autistic people have exceptional pattern recognition, memory, and problem-solving skills. MI5 even went out of its way to recruit autistic employees—because when you need someone to spot a needle in a haystack, they’re the ones you want. But, unfortunately, these strengths are often overlooked in workplaces or social settings that stick rigidly to 'the way things have always been done.’

It’s our job, as social workers, to challenge that and help create environments where autistic people can thrive—not just survive.

But seeing the strengths isn’t enough. We also need to work closely with autistic individuals and their families. Families, especially mums, often carry the weight of advocating for their children while wrestling with fragmented, underfunded systems. They’re the ones in the trenches, and many of them say they feel left out of decisions that deeply affect their lives. That’s where we come in—making sure families are heard and fully involved. After all, who knows better than the people living it day in, day out?

And let’s not forget the autistic individuals themselves. Autonomy and self-determination are core ethical principles, but too often, systems prioritise ticking boxes over actually listening to the person. Adolescents and adults on the spectrum frequently want more control over their lives, but systemic barriers—like underfunded schools or rigid workplaces—often stand in the way ( think back to the challenges that early disgnosis can cause or the current employment gap in the uk). Our job is to break down those barriers, advocating for policies and practices that respect individual agency and create flexible structures to meet diverse needs. No one-size-fits-all solutions here, thank you very much.

I now want to play you a short video of Carl Rodgers, the man behind person-centred therapy. He believed in no fancy techniques but being genuine, empathetic, and showing folk unconditional respect that truly makes a difference.

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(PsychotherapyNet, 2012)

At the end of the day, ethical practice isn’t something you tick off a checklist—it’s a process. It’s about listening, reflecting, and adapting to the needs of those most affected by our actions.

By embracing inclusivity, collaboration, and a strengths-based, person centred perspective, we stay true to the core values of social work: promoting justice, respecting dignity, and fostering empowerment. Our role isn’t to come in with all the answers—it’s to create spaces where people can thrive on their own terms. And if that’s not worth a bit of effort, I don’t know what is

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Carl Rogers on Person-Centered Therapy Video

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Back To Murray - Pulling it all together..

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Back To Murray - Pulling it all together..

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Autism: 'I have no voice, but so much to say' | BBC Ideas

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Murray video clip and some final thoughts.

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Murray video clip and some final thoughts.

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Erik Erikson and his Psychosocial Thoery looks at eight stages of life that you go through and the challenges you face at each point in relation to the age you are for what crisis you are facing at that time in your life. When supporting individuals with Autism it is worth noting what age they are in years but also that they may be at a younger stage depending on their mental age/capacity as these could vary and impact the crisis that they may be facing at that current point in their lives.

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Stages of Psychosocial Development

Erik Erikson Stages of Psychosocial Development

By Christine Ferch

Have thought you were missing something or maybe should have taken a different path during certain stages of your life? Are you feeling your choices, or your social world left you feeling stuck and not sure which direction to go?

Erik Erikson created a theory around our social world and the role and impact it has on our psyche and the choices we make and the paths we travel. The stages of psychosocial development look at our personality unfolds based on conflicts we endure from our environments to the choices we make. These stages begin from infancy into old age.

For an individual to become fully functional we need to progress through these stages by successfully solving the conflict within the stage. There are times in adulthood, we may need to work through trust vs mistrust. When these needs are met, our trust builds which enhances the positive nature of the relationships we have, both with friends and loved ones.

When we succeed through the stages, Erikson believed we develop human virtues and a healthy personality, failure, leads to difficulty moving toward a future and negatively impacts our sense of self, and personality. We feel inadequate and this continues the "stuck" feeling.

The conflict which arises in each stage is dependent on what psychological needs are required during that stage. During infancy, these are the basic needs: food, love, safety, nurturance, it is through these needs we build trust, when these needs are not met, we gain mistrust of those around us and become emotionally detached. This creates the first stage trust vs. mistrust and occurs from birth to 18 months and is the most crucial stage as we are entirely reliant on our caregivers. Failure in this stage develops fear, mistrust, suspicion, and anxiety and negative schemas about others and the world.

The second stage is autonomy vs shame and doubt, 18 months to 3 years old. At this age, we are gaining independence as we explore the world around us. We are acknowledging what we visually identify in our world and our developing physical skills. Through this personal growth, we gain personal control and autonomy or independence. Role models assist in this stage which can be parents, teachers, caregivers, who provide the child with choice and letting them perform actions on their own. Potty training is crucial during this stage, as this is when the child learns control of their body in a supportive space while being independent, hence the autonomy which increases personal power and a sense of being in the world. When parents are encouraging and expect their children to explore limits, scratch them and avoid criticizing, children grow up feeling secure, and confident to move through the next stages of development.

Shame and doubt arise when parents are overly critical or controlling and prevent the child from asserting their desire for exploration and autonomy. The child may feel unable to survive and will constantly need their parents around, they lack self-esteem and become excessively dependent on others. There is shame over toileting accidents such as bed wetting, or just missing the cue and wetting the pants. The lack of control and encouragement from parents creates shame and doubt they can act on their own without help.

Stage 3 is initiative vs Guilt. When we have autonomy, confidence, and self-esteem to explore our world, we initiate play and social interactions, which fits as this stage is targeted from the ages 3-5. We learn with our peers to assert ourselves through play with others our age and our interpersonal skills. If we are overly restricted from exploring our social world by parental control or criticism, we develop guilt. When we are criticized, guilt increases reducing our self-esteem and desire to take initiative for fear of failure.
Stage 4 is Industry vs Inferiority
Ages 5- 12 and we become immersed in the education system, school, peer interactions, and learning to juggle academics and friends. Teachers play a larege role in our growth through this stage as they are our role models for learning and achieving. Our peer groups are also important as they also help build our self-esteem and confidence. During this age we may be engaging in sport activities which assist in our thoughts on our ability to perform and complete tasks and obtaining approval. When we are industrious, we develop competence and flourishing self-esteem, confidence, and positive interpersonal skills and relationships. Failure during this stage can lead to inferiority feeling as if we are unable to perform specific skills reducing our self-esteem, competency, and confidence levels. Failure can have a substantial impact in our maturation through our teenage years.
Stage 5 Identity vs Role Confusion
The stage of the daunting teenage years for both parents and the teenager. There are many new opportunities presenting itself as the youth progresses socially, athletically, academically all or some of these at once. There are changes in the mind and how the youth thinks based on maturation of the frontal lobe which is responsible for all executive functioning and emotion regulation tasks. As well, the stages of puberty which affects hormones levels and impacts how our mind works. This stage is the final stage which sets us up for adulthood and old age. It is the valuable exploration of our beliefs, goals, values, morals and how these will create our personal identity and sense of self.

This crucial stage between childhood and adulthood because we are growing into greater independence and responsibilities. We need successful transitions from the earlier stages as the self-esteem, confidence, competency, and healthy relationships can assist with positive progression through the later stages.

Erikson believed " between the morality learned by the child, and the ethics to be developed by the adult". Stressing the importance for young adults to learn roles we may adopt once we mature, including sexually as our body image transforms during this stage.
Success in this stage leads to a strong belief of who we are, what we want in life and what our purpose is. Fidelity is expressed when staying true to who we are, and our identity begins to solidify. With continued encouragement, our autonomy grows, our sense of control is increased with our sense of self.
Failure during this stage looks like lack of identity and sense of self, confusion and not understanding our role in the world and purpose in life. We are unsure of ourselves, our future, and the people around us, our social group is poor or nonexistent as we do not know where we belong which may lead to identity crisis.
Stage 6: Intimacy vs Isolation
Creation of our personal and intimate relationships between 18 and 40 years old, the success in the stage is dependent on the success in stage 5. Major conflict may arise here as we attempt to gain larger long-term commitments such as work-related responsibilities along with family. The creation of health and happy relationships are secure and enduring for us to experience. Love is the ultimate success during this stage, we crave meaningful and lasting relationships.

Failure at this stage looks at going beyond, within or outside control to form appropriate bongs or avoidance of intimacy. This may lead to loneliness, isolation and depression and poor sense of self and becoming emotionally isolated and engage in few committed relationships.

If there is continued failure throughout the previous stages, one may engage in unhealthy relationships to achieve conflict resolution.
Stage 7: Generativity vs Stagnation
This stage occurs around 40 and into our mid-sixties. During our middle adulthood, we look for longevity in our life's continuation and the long-term impact we have had on others. When we feel we have made a mark on the world, we nurtured things outside of who we are, we are providing generativity. We are advancing the generations below us as we demonstrated what being a productive and valuable member of society and our interpersonal groups. Success in this stage is presented in our level of care and feeling useful in life, we are proud of who we have become and have a strong relationship with our partner.

Failure is very different as we feel stagnate. We feel we had little impact on the world, we failed to make a dent in the world as we could not identify our purpose. We feel unproductive, uninvolved, disillsusioned, and disconnected from the world.
Stage 8: Integrity vs Despair, the final stage.
From age 65 until our passing. This stage is one of reflection. We we slow down, and naturally become less productive, embrace what we have become and accomplished. Success shows in our beliefs we achieved our goals, found happiness and have feelings of integrity and wholeness. We can state, if we pass, we will be at peace.

Failure may look like a sense of despair and regret over things left unfinished or mistakes we had made. We become bitter about the past and present and frightened about coming to the end of the life.

Did you ever have a thought you may have unresolved conflict in one or more of these stages? Contact us now to see how to proceed and resolve this issue by contacting us at: admin@ovcs.ca.

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Erik Erikson Stages of Psychosocial Development By Christine Ferch Have thought you were missing something or maybe should have taken a different path during certain stages of your life? Are you feeling your choices, or your social world left you feeling stuck and not sure which direction to go?

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Welcome to Team Celtic Connections' Padlet Presentation on Social Work Practice and Autism.

In this presentation, we will examine the areas that affect practice, including relevant Scottish legislation. We will discuss both previous legislation and the ongoing updates provided by the Learning Disabilities, Autism, and Neurodivergence Bill consultation—an essential initiative for progress.

Next, we will review Scottish social policy, looking at its history and the current policy landscape.

With a greater emphasis on social work practice, we will explore assessment in social work. This section will cover various assessment models and how they relate to policy, all while highlighting the importance of lived experience as a central focus.

Following the discussion on assessments, we will address effective interventions. Our focus will be on skill-building rather than seeking a "cure," with a special insight into the use of virtual reality methods to support autistic individuals.

The next two sections will delve into the psychological and sociological theories that underpin our practice. We will explore how attachment theory, stigma, and labeling can shape the experiences of individuals with autism, both positively and negatively.

Finally, we will examine the ethical challenges surrounding autism. This will include a discussion of early misconceptions about autism, how perceptions are evolving, and the implications of those changes. We will also consider the challenges associated with early diagnosis and the barriers that impaired communication can present.

Additionally, we will focus on the ethics of effective advocacy and empowerment, concluding with guidance on working ethically from a strengths-based, person-centered perspective.

We hope you enjoy this presentation and find valuable insights to take away with you.

Thank you,

Rosie, Angela, Caroline, Danielle, David, Sonia and John.

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