Menu Expand
Secrets to Success for Professionals in the Autism Field

Secrets to Success for Professionals in the Autism Field

Gunilla Gerland

(2012)

Additional Information

Book Details

Abstract

Gunilla Gerland's extensive experience of the autism spectrum means she is expertly placed to offer a fresh perspective on working with autism as well as a wealth of effective tools and interventions to use in practice.

In a highly readable style, with many inspiring examples, this book offers original explanations of the impairments associated with autism, showing how to discover the root cause of behaviours that are challenging, not just how to manage them superficially. It looks objectively and non-judgementally at the common pitfalls and difficulties that autism professionals may encounter, explaining how to deal with these and transition to more effective working relationships. An important section on ethics and reflection equips the reader with the knowledge and skills needed to grow professionally in the field.

Packed with original insights and practical, hands-on tools and strategies, this is essential reading for teachers, teaching assistants, support workers, counsellors, social workers and anyone else working with individuals of any age on the autism spectrum.


The sections on empathy, ethics, moral competence and reflection are particularly informative. Entertaining and inspiring anecdotes to entertain, amuse, educate and inform are scattered throughout this book. I give it a ringing endorsement.
Nursing Standard
Gunilla Gerland uses her professional experience and amazing first-hand knowledge of what it is like to be autistic to give a guide to the education and care of autistic people. It is an authoritative guide, but it is also fun to read. The book is bursting with vivid examples. This is crucial as every individual case is different and needs to be understood in depth before any kind of intervention or trouble shooting can be effective. But there is not only talk of problems and troubles and how they can be overcome. There is also a celebration of people who know they are different and people who are genuinely tolerant of differences. Gunilla generously shares her extensive and imaginative toolkit, and above all she shows how a combination of critical knowledge, basic humanity and sound common sense can make special education special.
Professor Uta Frith, Emeritus Professor of Cognitive Development, University College London Institute of Cognitive Neuroscience
It is rare to find a book like this, with pages so packed with insights and well-exampled ways of getting all practitioners not only to understand their charges with autism but also to understand themselves and thus to modify their practices. I have spent a lifetime trying to help this population, but this book inspired me to want to start again, to see if I could improve my own practice as well. It is truly an exceptional and much-needed text.
Professor Rita Jordan, Emeritus Professor in Autism Spectrum Disorders, University of Birmingham
Gunilla Gerland has developed an unusually insightful, "hands-on" approach to psychoeducational assessment and intervention in Asperger syndrome, an approach that is not only theoretically sound but also readily applicable in real life situations. In this book she shares this wisdom in a highly readable and well-structured way...It is a must for all teachers, relatives and friends of people with Asperger syndrome and related autism spectrum disorders. It should also be required reading for all autism specialists.
Christopher Gillberg, MD, PhD, Professor of Child and Adolescent Psychiatry, University of Gothenburg, Sweden, and Institute of Child Health, UK
Gunilla Gerland was diagnosed with Asperger syndrome several years ago. She has more than 15 years' experience in the autism field, working as a counsellor, supervisor and educator. She is well-known internationally for her autobiography A Real Person: Life on the Outside, and is very active in informing people about autism, through writing and lecturing all over Europe. She lives in Stockholm, where she also works closely with the Swedish National Autism Society. She is the author of Finding Out About Asperger Syndrome, High-Functioning Autism and PDD, also published by JKP.

Table of Contents

Section Title Page Action Price
1. Helping the Helper Help: A Preface of Sorts About Me,\n Why and for Whom 11
Part 1: The Professional Role… Interactions and Reflections on Professionalism 19
2. The Framework and Ideologies: A Chapter on How It Can Be A \nConstructive Action to Smash a Window 20
3. Same Same but Different: A Chapter for Everyone but Especially for \nThose Who Have Previously Worked in Psychosocial Treatment Settings 24
4. Just Doing Your Job or Being a True Professional? A Chapter with Some Thoughts About \nWhat Professionalism Could Mean 31
4.1 Awareness, development and change 37
4.2 Making it right when doing wrong 44
4.3 Empathy, ethics and moral competence 45
4.4 Some ideas 52
4.5 Professionalism in exchanges with clients 57
4.6 Conclusion 65
5. Remove the Cake Even If You \nDon’t Think It’s Ready – \nCommon Pitfalls for Staff: A Chapter on Things You Would Rather Avoid 67
5.1 Pitfall 1: Falling into another role (other than the professional) – parenting the person with autism 69
5.2 Pitfall 2: Falling into another role \n(other than the professional) – being a buddy 73
5.3 Pitfall 3: That’s the way he wants it! 75
5.4 Pitfall 4: Prohibit or allow – this is not the question! 76
5.5 Pitfall 5: Steering the will of others 79
5.6 Pitfall 6: Excessive empathy 80
5.7 Pitfall 7: Lack of empathy 82
5.8 Pitfall 8: Universal truths 86
5.9 Pitfall 9: ‘We know this’ 87
5.10 Pitfall 10: More normal than normal 89
5.11 Pitfall 11: The gender trap? 91
5.12 Pitfall 12: Good aids that no one uses 93
5.13 Pitfall 13: ‘What if everybody…?’ 94
5.14 Pitfall 14: Other children will never accept… 95
5.15 Pitfall 15: Normality produces quality of life 96
Part 2: Undertsnading the Impairments… The Symptoms We Often See and What May Cause Them 99
6. 'You never know if orange juice will taste like orange juice': A Chapter on Sensory Processing Issues 100
6.1 Visual perception 102
6.2 Tactile perception 109
6.3 Auditory perception 111
6.4 The olfactory sense 115
6.5 The sense of taste 115
6.6 Balance 116
6.7 Proprioception – muscle and joint sense 117
6.8 Interoceptive senses 118
6.9 Synaesthesia 119
6.10 Sensory integration problems 122
6.11 Desensitization (or habituation) 122
6.12 Different is not always a problem 124
6.13 How do we know, what do we do? 126
7. The Man with Two Left Feet: A Chapter on Motor Skills 129
7.1 Motor automatization 130
7.2 Other motor difficulties 136
7.3 Practical implications 137
8. One Person May Be of Many Ages: A Chapter on the Development Perspective 144
8.1 Mentalization in practice 147
9. Say What You Meand and Mean What You Say: A Chapter on Communication 152
9.1 Language comprehension being poorer \nthan verbal expression 152
9.2 Echolalia 153
9.3 Truths, lies and subtext 155
9.4 Announcing your actions 164
9.5 Literal language comprehension 165
9.6 Lack of ‘auto correction’ 167
9.7 ‘Attitude’ 168
9.8 Restorative communication 170
9.5 Repetitive communication 170
10. Living Without a Spare Petrol Can: A Chapter on Energy and Stress 173
10.1 The drop excavates the stone \n(and the straw that broke the camel’s back) 173
10.2 Stress and stress management 176
10.3 Sleep 177
10.4 Time perception 178
11. I Don't Give a Damn About the Chores! A Chapter on Cognition 180
11.1 Executive functions 180
11.2 Working memory 183
11.3 Categorization 184
12. The Short and Boring Chapter: A Chapter on Definitions, Incidence and Other Things You May Want to Know, but Which Are of Little Help in Practice 186
12.1 Definition 186
12.2 Incidence 187
12.3 Causes 188
12.4 Criteria 189
12.5 Work-up 189
Part 3: The Change Process… An Important \nElement of the Craftsmanship 191
13. Can We Make a Deaf Person Hear Better by Setting Limits? A Chapter on Punishment of ‘Violations’, \nand Consequences of Actions 192
13.1 Ch–ch–ch–ch–changes 192
13.2 Truth and consequences 194
13.3 Making the professional ‘environmentally friendly’ 198
13.4 Avoiding a financial crisis on the trust account 202
13.5 The development of mature strategies – \nhow does it come about? 204
14. CRAP: A Chapter with Thoughts on the Use of Confirmations or Rewards, the Idea of \nBeing Affirmative, and Why Punishments \nDo Not Work 210
14.1 Attribution 216
14.2 Penalty marking is banned! 217
14.3 A/C – Affirm and Confirm 219
15. Driving Lessons in the Ocean: A Chapter on How to Make \nAssessments and Analyses 220
15.1 Assessment 223
15.2 Analysis and hypothesis 238
15.3 Intervention plan 239
15.4 Evaluation 246
15.5 Documentation 246
15.6 Troubleshooting or ‘HELP – it does not work!’ 247
15.7 Finally, about assessments 249
16. An Underwater Guide: A Chapter on Common Contributing \nFactors in Challenging Behaviours 251
16.1 Self-esteem 253
16.2 Ability to form mental images 255
16.3 Developmental perspective and theory of mind (mentalization) 259
16.4 Communication 264
16.5 There and then, here and now: when someone fights or injures himself 266
17. The Danger of Focusing on the Behaviour Itself: A Chapter About What Could Happen \nIf You Do Not Learn to Dive 268
Part 4: Practical Intervention: The Things You May Need \nin Your Toolbox 275
18. The Toolbox: An Introduction to the Tools 276
19. Not Having to Learn to \nBe the Same as ‘Others’: A Chapter on Adjustments 280
20. Inform More – and Well! A Chapter on How We Can Work \nwith Information as a Tool 283
20.1 Surroundings 283
20.2 The individual 284
21. Written, Drawn and Other Visual Aids: An Important Chapter on Aid \nThat Too Many Get Too Little Of! 292
21.1 Choices and ability to form mental images 292
21.2 Informed choices 294
21.3 Stress, overview and time 295
2.4 TEACCH 299
21.5 Social storiesTM and comic strip conversations 300
21.6 Nag-free information 310
21.7 The time model 311
21.8 Five-point scale 312
21.9 Escape routes 313
21.10 The clothes-by-temperature-thermometer 315
22. Talk and Babble, and a Little About How to Play: A Chapter on How to Use Conversation as a Tool 318
22.1 Conversations for ‘landing’ 318
22.2 Solution-focused conversations 320
22.3 Furnishings 328
22.4 Conversations in groups 329
22.5 Younger children: play skills 333
22.6 Rule play 335
23. Can You Be Yourself When You Do Not Know Who You Are? A Chapter on Working with \nSelf-knowledge and Self-esteem 336
23.1 Thought–feeling–action 337
23.2 Getting your reality confirmed 340
23.3 Positive feedback 341
23.4 Balance of power 343
23.5 Better communication skills break powerlessness 351
24. Methods and Approaches: A Short Chapter About Some \nSpecific Techniques That May Be Useful 354
24.1 Social stories and drawn conversations 355
24.2 Solution-focused methods 357
24.3 CAT-kit 357
24.4 Cognitive behaviour therapy 357
24.5 Motivational interviewing 358
25. Tips, Tricks and Gadgets: A Chapter on How Some Problems Have Been Solved 359
25.1 Learning to shop 359
25.2 Structure in the fridge 361
25.3 Belt bag 361
25.4 Smart phones and apps 361
25.5 Brushing teeth and hygiene 362
25.6 Other stuff 362
26. Finally: The Last Chapter 364
27. But Wait a Minute? Wasn’t the Previous Chapter the Last Chapter? 365
Appendix 1 366
Appendix 2 369
References 371
Resources 374
Index 378