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Appendix 1 ‘Being Me’ Group: Exercises for a 6-Week Post-Diagnostic Course

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Appendix 1 ‘Being Me’ Group: Exercises for a 6-Week Post-Diagnostic Course Appendix 1 ‘Being Me’ group: Exercises for a 6-week post-diagnostic course This section consists of a number of handouts which form the basis of a 6-week post-diagnostic course, ‘Being Me’. The exercises can be used either by a group or by an individual. If working as an individual, you might like to seek the support of your partner, relative or friend. The exercises and group and individual processes are aimed at helping people in the following areas: 1 Develop self-awareness, self-reflection and process the diagnosis. 2 Structure a pathway to move forward. 3 Meet others in a similar position and identify similar experiences. 4 Learn and understand more about autism. 5 Learn and share coping strategies with others. Each session usually lasts for 2 hours with a short break in the middle. The ideal number in a group ranges from six to nine. Each session would normally have two or three items and handouts for discussion and to work through. Most people are very anxious to start off with but by the end of the course are more relaxed, exchanging telephone numbers and email addresses. Our experience is that people like structure in the group and the emphasis on practical suggestions for help. Week 1: autism awareness – reaction to getting a diagnosis Week 2: how does autism affect me – sensory sensitivities – positive aspects Week 3: disclosure – socialising – special interests Week 4: employment – getting a balance Week 5: understanding your emotions – empathic attunement – commu- nication Week 6: being less rule-bound – reappraising negative messages – advice going forward Copyright material from Trevor Powell (2021), Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond, Routledge BK-TandF-POWELL_9780367427627-200353-App 1.indd 191 22/01/21 9:08 AM Autism quiz and definitions Exercise 1: Autism quiz. Read each statement in the following section and state whether it is true or false. Discuss/consider. Autism is … True False 1 caused by stress ◻ ◻ 2 associated with different wiring/connectivity in ◻ ◻ the brain 3 more common in boys than girls ◻ ◻ 4 the result of unaffectionate parents ◻ ◻ 5 often associated with repetitive behaviour ◻ ◻ 6 a condition that is prevalent in just over 1% of ◻ ◻ the population 7 six times more likely to occur if the father is ◻ ◻ over 40 8 sometimes associated with genius ◻ ◻ 9 something you are born with ◻ ◻ 10 a mental health issue ◻ ◻ Answers on the final page of the book. Exercise 2: Which definition do you prefer? Read each definition and rank in order which you like best to worst. Consider/discuss. (a) Autism involves differences/difficulties in social communication and usually strong, narrow interests, repetitive behaviour and sensory sensitivities. (b) ‘Autism’ comes from the Greek word ‘autos’, meaning ‘self’. The con- dition implies a lack of understanding of others – or difficulty ‘putting yourself in somebody else’s shoes’, or seeing the world from the per- spective of another. (c) ‘The autistic brain is highly wired in the areas involved with attention to detail, memory and systematizing – like an eight-lane motorway. But, in areas concerned with the social and emotional world, the connections are less densely wired – rather like a country lane’. Copyright material from Trevor Powell (2021), Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond, Routledge BK-TandF-POWELL_9780367427627-200353-App 1.indd 192 22/01/21 9:08 AM Being on the autism spectrum: Language and labels Somebody once said, ‘If you haven’t got a word for it, it doesn’t exist’. One of the issues with autism is which words or diagnostic labels to use. Exercise 1: Which names or diagnostic labels do you prefer when referring to yourself? Consider/discuss. Rank on a 5-point scale: 1 = strongly dislike; 2 = dislike; 3 = neither like nor dislike; 4 = like; 5 = strongly like. Autistic person ◻ Person with autism ◻ On the autistic spectrum ◻ Asperger’s syndrome ◻ Autistic spectrum ◻ Autistic spectrum ◻ disorder condition Aspie ◻ ASD ◻ Exercise 2: What factors led to you seeking a diagnosis? Exercise 3: How would you describe your ‘being on the spectrum’ to somebody else if asked? Exercise 4: What would you like to learn about being on the autism spectrum? Copyright material from Trevor Powell (2021), Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond, Routledge BK-TandF-POWELL_9780367427627-200353-App 1.indd 193 22/01/21 9:09 AM Feelings about getting a diagnosis The majority of people who seek a diagnosis later in life have mixed feelings but often feel a sense of relief on getting the diagnosis. Exercise 1: How did you feel about getting a diagnosis? (Tick the relevant boxes) 1 Relieved ◻ 5 Confused ◻ 9 Depressed ◻ 2 Angry ◻ 6 Shocked ◻ 10 Upset ◻ 3 Elated ◻ 7 Anxious ◻ 11 Alone ◻ 4 Nothing ◻ 8 Frustrated ◻ 12 Surprised ◻ Please list any other feelings you had. Exercise 2: Write a sentence that best describes your emotional reaction to getting a diagnosis. Exercise 3: What aspect of your life has been most positively affected by getting a diagnosis? What have been the negative aspects? Exercise 4: Do you agree with this statement? Consider/discuss. ‘People with autism are just different, not disabled. We don’t want a cure, treatment or sympathy, just acceptance’. Copyright material from Trevor Powell (2021), Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond, Routledge BK-TandF-POWELL_9780367427627-200353-App 1.indd 194 22/01/21 9:09 AM How does being on the autism spectrum affect me? Every autistic person is different. It is important to understand your own profile of strengths and challenges. Exercise 1: Read the following statements and tick the boxes next to the statements that best describe you – tick as many boxes as appropriate. Consider/discuss. 1 I have special focussed interests that I can be very passionate about. ◻ 2 I am very honest, which has at times got me into trouble, without ◻ meaning to. 3 I find it difficult to tell if someone listening to me is getting bored. ◻ 4 When I read a story I find it difficult to work out the characters’ ◻ intentions. 5 I prefer sameness and consistency and my predictable routine. ◻ 6 I enjoy my own company and often find social situations challenging. ◻ 7 I find it hard to tell when other people are joking or being sarcastic. ◻ 8 I prefer interesting conversations rather than random ‘chit chat’ or ◻ ‘small talk’. 9 I am very sensitive to touch or certain textures or smells or ◻ particular noises. 10 I often find it hard to know what other people are feeling and ◻ thinking. 11 I usually concentrate more on the details rather the whole picture. ◻ 12 If there is an interruption, I find it difficult to switch back to what I ◻ was doing. 13 I find it difficult to ‘read between the lines’ when someone is ◻ talking to me. 14 I have a very sensitive palate resulting in very specific food ◻ preferences. Exercise 2: Add one more statement about yourself – either a strength or challenge. Copyright material from Trevor Powell (2021), Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond, Routledge BK-TandF-POWELL_9780367427627-200353-App 1.indd 195 22/01/21 9:09 AM Sensory sensitivities Exercise: Fill out the table to work out what your sensory sensitivities are (if you have any) and how you could cope with them. Consider/discuss. Sense Sensitivity Coping strategy (e.g. ‘I don’t like rough (e.g. ‘I cut out labels in fabric on my skin’) clothes and avoid wool’) Sounds Taste Touch Vision Smell Coordination and balance Temperature Pain Any other Copyright material from Trevor Powell (2021), Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond, Routledge BK-TandF-POWELL_9780367427627-200353-App 1.indd 196 22/01/21 9:09 AM Positive aspects of being on the autism spectrum Some autistic people have a wide range of heightened abilities which some- times gives an advantage in certain areas of life and work. Think about feedback given by others. Exercise 1: Tick any of the boxes next to the sentences below that describe you best. Focus Integrity ◻ I am good at noticing details. ◻ I’m very honest and don’t lie. I can concentrate intensely for ◻ Creativity long periods. ◻ I have a distinctive imagination. Memory ◻ I have unique thought processes. I have good long-term memory. ◻ Methodical approach ◻ I have a good memory for facts ◻ I am good at following rules. or figures. ◻ I am a bit of a ‘perfectionist’ – I Accepting of difference like to get things right. ◻ I am non-judgemental and ◻ I like to get on with the job/finish accept others. a task. Expertise ◻ I know a lot about my hobby or interest. Every experience of autism is unique. No one person will identify with every positive feature of autism. Exercise 2: Describe something you are particularly good at or a special skill or interest you have that is in some way linked to your autism. Exercise 3: Discuss/consider the names and achievements of other autistic people who have been successful. For example, Albert Einstein and his theory of relativity and Susan Boyle singer. Copyright material from Trevor Powell (2021), Recognising Autism and Asperger’s Syndrome: A Practical Guide to Adult Diagnosis and Beyond, Routledge BK-TandF-POWELL_9780367427627-200353-App 1.indd 197 22/01/21 9:09 AM Disclosure There are no hard-and-fast rules about disclosure, but bear in mind the following: • Consider carefully who to tell – it is irrevocable, once shared you can’t unshared.
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