Reference -

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

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

• 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.

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

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].

·       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.

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.

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.

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.

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

• 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].

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.

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. 

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. 

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. 

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]. 

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].

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.

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].

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].

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.

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

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.

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).

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.

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.

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.

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.

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.

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).

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.

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.

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?

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.

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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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.