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Gap Closing on Female to Male Autism

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The gap is closing on Female to Male ratios in Autism

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The gap is closing on Female to Male ratios in Autism

There is no doubt that Autism in Females and particularly Female Asperger’s is harder to diagnose in girls.

A very insightful article from Autism Hampshire gives a good insight into how the gap is closing and why it exists in the first place.  Likely related to how girls are so much better at coping and may not see their difficulties as something that need intervention.

The different ways in which girls and women present under the traditional ‘big 3’ headings related to

      Social Communication
      Social interaction and understanding
      Social imagination which is highly associated with routines,  rituals and special interests
      are given in the examples below:

Girls are more able to follow social actions by delayed imitation  because they observe other children and copy them, perhaps masking the symptoms of Asperger syndrome  (Attwood, 2007).

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Gap Closing on Female to Male Autism diagnosis intervention Dublin Waterford Cork 087 459 7652

irls are often more aware of and feel a need to interact socially.  They are involved in social play, but are often led by their peers rather than initiating social contact. Girls are more socially inclined and many have one special friend.

In our society, girls are expected to be social in their communication.Girls on the spectrum do not ‘do social chit chat’ or make ‘meaningless’ comments in order to facilitate social communication. The idea of a social hierarchy and how one communicates with people of different status can be problematic and get girls in to trouble with teachers

Evidence suggests that girls have better imagination and more pretend play (Knickmeyer et al, 2008). Manyhave a very rich and elaborate fantasy world with imaginary friends. Girls escape into fiction, and some live in another world with, for example, fairies and  witches.

The interests of girls in the spectrum are very often similar to those of other girls – animals, horses, classical literature – and therefore are not seen as unusual. It is not the special interests that differentiate them from their peers but it is the quality and intensity of these interests.         Many obsessively watch soap operas and have an intense interest in celebrities.

Diagnosis is important but more so are the interventions to lead on for afterwards as girls need very different help to overcome their challenges than boys.  087 459 7652    087 387 6841  info@waterfordpsychology.com

Read more of the article here  ….

Female Aspergers Failing Diagnosis

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Female Aspergers’ Failing Diagnosis                                                                    Call us to discuss  087 459 7652    087 387 6841  info@waterfordpsychology.com

Why is Female Aspergers so hard to Diagnose?

Why this form of neuro-diversity is so hard to diagnose and intervene is the presentation often mimics other conditions.  If you are presented with a teenager who is suffering from a mixture of traits plus anxiety, this is the most likely symptom that will be focused upon.  The person will be told not to worry it will sort itself out in time and will pass.  When the parent insists it’s more than this   or mentions a connection to Aspergers’ they may be given a quick run through of the big 3 of ASD communication/social interaction/stereotypical behaviours.

So it’s a case of does she talk to people? YES

Does she have a friend in school? YES

Does she have a fixation about one particular interest? NO

Does she put her hands over her ears? NO

Then it’s not Autism.

To understand why this type of screening doesn’t give an accurate picture we have to look more closely at how those difficulties manifest in the neuro-diversity of Aspergers’

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Communication in Aspergers

The way that communication difficulties present in female Aspergers’ is often in the way communication works rather than, if it happens at all.  A girl may very well speak with others but in order for her to try and have a conversation produces crippling anxiety.  She constantly battles with intrusive thoughts such as ‘what should I say, when is it my turn to speak, oh no I missed it again now it’s the wrong time to come in.  They are going to laugh at a stupid thing I say. Think of a time someone else had this conversation and do what they did’.  With the thought process occupied with the pragmatics of the conversation they are not in flow naturally but are mimicking others they have seen, remembering successful scenarios to play out and hopefully will ‘get away with it’  and then it will end.

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School life is a constant worry about being told or asked to speak in a group situation.   Teachers may think they are helping the nervous pupil by challenging them to speak about something they are good at for example if the girl is good at history the teacher may say ‘tell us about the Victorians you are very good at this subject’ The narrative running through the girls head is something like ‘oh no she is not going to let me off.  I can’t do this, everyone will find out I’m not really good at it at all’.

Anxiety, Self-doubt and low self-esteem are common factors with Aspergers’ in both male and female presentations.  However at a glance the traits may be missed more in the girls whom are much more adept at hiding their true difficulties than boys.

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Social interaction 

At school the Aspergers’ child may appear to be socially functional in that they have one or a small few friends.  However they often feel they are on the back foot with the friend /s.  They are easily led, feel that they have to go along with what the friend wants as they don’t trust their own judgment and use them to an extent to speak for them and allow the limelight and focus to fall on them as much as possible.  They may also befriend a person with similar challenges to themselves and feel too intimidated to mix with the ‘popular’ kids. Interaction is usually in school only and they find enormous relief to get home and finally be alone without the pressures that interaction brings.  So there is not much carry on outside of school time.  Helpful parents and teachers often encourage participation in extra-curricular activities in order to promote socialisation outside of school however this is often more anxiety producing and exhausting.

Aspergers’ children want friends and to fit in because they feel so different and awkward from others, however there is only so much ‘fitting in’ they can do in a day.

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Stereotypical behaviours

Aspergers’ children and adults often have many different interests and talents.  The compulsive and obsessive way they go at tasks often makes them very proficient at what they do but they rarely feel good at anything.  They have a picture of perfection in their minds eye due to an extremely analytical brain process and find themselves coming up short when assessing their own efforts.  They are confused and don’t trust others opinions when they say things like ‘that’s amazing’ or ‘that’s really good’ they assume people are just being kind or encouraging because what they have done is (to their judgement) so inadequate.  (After all it’s not perfect so why would they say it’s good?)

The way in which they focus on a task is to be obsessed about it for a time then drop it for something else later.  So you may have an extremely talented person who can do many things rather than fixated on one.

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Sensory Issues

A feeling of being constantly overwhelmed by the world is a characteristic trait of Aspergers and ASD in general.  Sounds, sights and smells are all experienced in a heightened state of awareness and combine to converge and overwhelm the senses, defying the Aspergers need to categorise and sort them for processing.

No sooner has something been assigned a place in their mind then it changes category again.   Initial processing is often sorted into good and bad in order to try and make sense of the world.  This produces a dichotomous thought process that leaves no room for shades of grey and often lands the person in a state of constant dilemma.  They are sure the item is rightly categorised as changing one’s mind is not an option. After all if something has been filed as black, how can it be reclassified as white?  This is not logical.  As one can appreciate the knock on effect of this is they learn not to trust their judgement but continue in the thought process for want of a better strategy to cope with what is going on around them.

A comprehensive assessment including  Occupational Therapy, Speech and Language Therapy and Clin/Ed Psych can help to devise an intervention plan to address all issues mentioned above.

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 Female Aspergers Failing Diagnosis – Get an answer 087 459 7652

 

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Mindfulness for ASD Aspergers & ADHD

Mindfulness for adults with Autism Spectrum Disorders (ASD) Aspergers and ADHD

Now available in WATERFORD CORK GALWAY AND DUBLIN

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 Introduction

Autism is a lifelong developmental disorder that affects functioning in multiple areas. Recent studies show that autism is often accompanied by other psychiatric problems, including depression, anxiety, hyperactivity, inattention and distress. Evidence points to depression being the most common psychiatric disorder seen in autism (Ghaziuddin et al., 2002). Especially adults with a relatively high cognitive ability tend to develop symptoms of depression, possibly because they are more aware of expectations of the outside world and their perceived inability to meet those expectations.

Symptoms of depression in adults with autism differ to those in other individuals, and range from an increase in difficulty with change to an increased sensitivity for sensory stimuli (Ghaziuddin et al., 2002). An important aspect related to depression and distress in people with autism is the tendency to ruminate. This can be described as having repetitive thoughts, a process which is very difficult to stop. Adults with autism, for instance, often lay awake at night, pondering about the events of the day, analyzing them in detail. The tendency of people with autism to ruminate appears related to the detailed information processing style that characterizes autism.

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Treatment in Autism

Various interventions have been devised to alleviate distress and co morbid symptoms in autism, although evidence of their efficacy is still limited. Most of these interventions are aimed at adapting the environment to meet the needs of the person with autism. Notwithstanding the importance of such interventions, it has become increasingly clear that there is a need for therapies that offer tools that people with autism can use themselves to actively tackle problem situations and reduce distress. Especially the adults with high functioning autism may be able to acquire and use self-help techniques they can utilize in daily life.

Recently, cognitive behavioral therapy (CBT) and mindfulness-based stress reduction (MBSR) were modified for the benefit of high-functioning individuals with autism. Both therapies aim to reduce co morbid symptoms in autism and alleviate distress in general. In CBT, dysfunctional thoughts and emotions are analyzed and modified into more functional thoughts and emotions. Recent preliminary studies in autism show promising results, especially for symptoms of anxiety and depression (Weiss & Lunsky, 2010). However, generalizability of the CBT skills seems limited.

Furthermore, CBT appears challenging for individuals with autism because it requires analyzing and talking about thoughts and feelings, which calls upon communication and theory of mind skills that are usually impaired in people with autism. This stresses the need to develop and examine more interventions for people with autism.  087 459 7652    087 387 6841  info@waterfordpsychology.com

In MBSR, a person learns to focus their attention on the present moment, which impedes ruminative thoughts and emotions. MBSR has recently been modified for people with autism, taking into account their information processing characteristics. A clear merit of this intervention is that it requires few theory of mind and communication skills, since thoughts and emotions are not analyzed. During the MBSR training, meditation skills are taught, which the individual can utilize in their everyday life, in order to reduce rumination and symptoms of distress. The skills can be applied in any situation a person encounters in their life. A drawback of MBSR is the time involved; participants need to practice at home for half an hour to an hour a day during the training. For the individuals with ASD who do the training, MBSR seems an effective treatment to reduce symptoms of anxiety, depression and rumination (Spek et al., submitted).

In the following passages we will elaborate on the theoretical and practical aspects of an MBSR group intervention for high functioning adults with ASD. We will end with a discussion about the effects of MBSR in this  group, as recorded from a randomized controlled trial and from clinical practice.

Theoretical aspects of MBSR in adults with ASD

In the MBSR training module, the concepts ‘doing-mode’ and ‘being-mode’ are central. Both modes are described as conditions of the brain: When the brain is in a doing-mode, it is thinking and actively seeking solutions for problems. The brain is then focused on achievement and outcome. However, when there is nothing you can do or say to solve the problem, it is not useful and often even frustrating and counterproductive to keep searching for solutions (ruminating). In these situations it would be better to stop searching and accept the situation as it is. This state of mind can be described as a being-mode: not wishing to change, not worrying about goals in the future, but experiencing what is present at that moment and accepting the way it is.

Often, participants in the MBSR group ask if it is possible to do something when you are in the beingmode. We then explain that you can ride a bike in the being-mode if you concentrate on the present, on, for example, the wind in your hair or feeling your muscles.

If you ride the bike in the doing-mode, you are not aware of the present moment, but instead thinking about work or other things that are in the past or future.

While the doing-mode can be very useful when trying to achieve something,  people with autism often remain in the doing-mode when this is not, or no longer, of benefit. When lying in bed, for instance, and wanting to go to sleep, or when there is a problem that cannot be solved, people with autism often keep pondering. In these situations they often feel the urge to ‘stop thinking’, but are unable to do so. For many people with autism, it is very difficult to create a peaceful or still mind.  087 459 7652    087 387 6841  info@waterfordpsychology.com

During the MBSR training, the participants learn to gain more control over the focus of the mind, for instance by actively directing attention to breathing or to certain parts of the body. When the attention is thus focused, it can feel as if the mind is more at peace, because the attention is diverted away from thoughts and actions, towards a more peaceful focus and thus into the being-mode. This can help to stop the thought cycle and fall asleep.  When people with ASD learn to influence the mode of the brain, it helps them to actively create a more peaceful mind, by shifting from the doing mode  to the being-mode.

Another key aspect of the MBSR training for people with ASD is acceptance of the situation as it is.   Many people waste energy on trying to change things that cannot be changed. Acceptance often requires less energy than keeping up the fight for something that cannot realistically be changed. This is always a theme of the MBSR training and it is one that is recognizable for many adults with ASD.

 Practical aspects

MBSR can be taught in a group or individually,  using the book ‘Mindfulness in adults with ASD’. This book has so far been published in Dutch and German; it has yet to be translated into English.   During the MBSR training, different meditation techniques are taught. These techniques are practiced in daily life situations (for instance at home or at work), accompanied by an audio file. The meditations have been adapted for the information processing style of autism. For example, words or sentences that are ambiguous or that require imagination skills were avoided. One example  is that in regular mindfulness, participants are asked to breath in and direct the breath to the toes. In our try-out MBSR training, a man with autism remarked, while pointing to his stomach: ‘I can’t do that because my lungs end here’. Based on those and other experiences of the try-out group, we modified the instructions.

The meditation techniques can be practiced lying down, while sitting, walking or in any other way that feels comfortable. The length of the meditations vary between five and forty minutes, depending on what is convenient and what suits the individual’s needs. During the MBSR training, the participants explore which meditation techniques they find helpful and in which situations they experience most benefit. After the nine-week mindfulness training, each individual draws up a schedule of meditations they want to integrate into their daily life including when and where to incorporate them. Often, they will ask someone close to them to help them keep practicing mindfulness.  087 459 7652    087 387 6841  info@waterfordpsychology.com

It is important to also mention that in some situations, MBSR is not advisable. For instance when the person is experiencing any sort of upheaval in their life, they may not have the focus or the energy for the MBSR training, since it requires daily home practice.  Furthermore, acute psychiatric conditions (psychosis or severe depression) are contraindications for following MBSR and require other interventions before MBSR should be considered.

 Training effects of MBSR in autism. 

MBSR in ASD has been studied in adolescents and adults. Two studies were performed in adolescents with either high-functioning autism or Asperger syndrome and results were promising (Singh et al., 2011a,b). In these intervention studies, the adolescents were taught to shift their attention from their emotion (anger, frustration), to focus on the soles of their feet. The results showed a decrease in anger and aggression.

In our study, 42 adults with ASD were randomly assigned into a 9-week MBSR training or a wait-list control group. The results showed a significant reduction in depression, anxiety and rumination in the group who followed the MBSR training, as opposed to the control group.

Furthermore, positive affect increased and negative affect decreased in the intervention group, but not in the control group. We concluded that adults with ASD can acquire meditation skills and apply these to their private life in a way that reduces distress and improves wellbeing (Spek et al., submitted). Outside of the study we also asked the participants in person if and how the MBSR group training helped them.

Firstly, we noticed that on average, each group (with 10 to 12 participants) contained one person who reported no benefit from MBSR. Although more research is necessary to examine predictors of the benefits from MBSR in this group, one of adults with ASD who participated in an MBSR group offered an interesting suggestion. She hypothesized that treatment benefit might be related to the ability to ‘feel the body’; if one cannot feel any bodily sensations, it may be difficult to focus on the body or breathing. This may impede the ability to benefit from MBSR.

When looking at the participants who did report positive effects from MBSR, the  improvement mentioned the most, was the ability to fall asleep more easily, often by directing attention to the body (body scan) or to the act of breathing. Secondly, many participants mentioned that MBSR helped them to be less hindered by ruminative thoughts, by directing attention onto something else. Most of these participants practiced the thinking meditation (focusing on thoughts passing by) or the breathing meditation, mostly during the day, in order to stop ruminating and creating a moment of rest in their mind. This helped them to reduce distress in challenging situations, for instance at work. Thirdly, participants mentioned that MBSR enabled them to be gentler and more accepting toward themselves; some realized that they set their sights too high, which inevitably leads to failure and distress.

Before going to the conclusions, I would like to add that I really enjoyed giving MBSR to adults with ASD. I especially enjoy and envy their drive and sense of humor. An example of this, which I will never forget, is that during one of the training sessions, a participant of the group asked: ‘what is a mantra?’ My colleague trainer explained that a mantra is a word or sentence that you can repeat in your mind, which makes you feel better. Then another participant remarked (smiling): ‘when I feel down, I’d rather imagine an image’, while with his hands, he outlined a woman’s body. At that moment, the man sitting next to me lights up and says: ‘Ooh, a womantra’.

In conclusion, MBSR seems an effective intervention for reducing co morbid symptoms of depression, anxiety and distress in high functioning adults with ASD. Furthermore, they are able to actively acquire techniques that can help them gain more control and positively influence their wellbeing.  087 459 7652    087 387 6841  info@waterfordpsychology.com

Reference Literature:

Ghaziuddin, M., Ghaziuddin, N, & Greden, J. (2002). Depression in persons with autism: Implications  for research and clinical care. Journal of Autism and Developmental Disorders, 4, 299-303. Singh, N.N., Lancioni, G.E., Manikam, R., Winton, A.S.W., Singh, A.N.A., Singh, J., & Singh,

A.D.A. (2011) A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism. Research in Autism Spectrum Disorders, 5, 1153-1158.

Singh, N.N., Lancioni, G.E., Singh, A.D.A., Winton, A.S.W., Singh, A.N.A., & Singh, J.

(2011). Adolescents with Asperger syndrome can use a mindfulness-based strategy to control their aggressive behavior. Research in Autism Spectrum Disorders, 5, 1103-1109.

Spek, A.A., Van Ham, N., & Nyklíček, I. Mindfulness-based stress reduction in adults with an autism  spectrum disorder, a randomized controlled trial. Submitted. 

Weiss, J.A., & Lunsky, Y. (2010). Group cognitive behaviour therapy for adults with Asperger  syndrome and anxiety or mood disorder: a case series. Clinical Psychology and Psychotherapy, 17, 438-446.

Information about the author:

Dr. Annelies Spek is clinical psychologist and senior researcher at the adult autism center in the south of the Netherlands (Eindhoven). Her PhD thesis was entitled:  cognitive profiles of adults with high functioning autism (HFA) or Asperger syndrome. Now she examines the effects of treatment in adults with autism. She also gives lectures about diagnosis and treatment in adults with autism.

The original book ‘Mindfulness in adults with autism’, has not been translated in English yet.

Signs of ASD and Autism in Children 087 459 7652

Signs of ASD and Autism in Children 087 459 7652

Act Early ASD Waterford Psychology

  • Appears disinterested or unaware of other people or what’s going on around them.
  • Doesn’t know how to connect with others, play, or make friends.
  • Prefers not to be touched, held, or cuddled.
  • Doesn’t play “pretend” games, engage in group games, imitate others, or use toys in creative ways.
  • Has trouble understanding or talking about feelings.
  • Doesn’t seem to hear when others talk to him or her.
  • Doesn’t share interests or achievements with others (drawings, toys).

If you have any concerns call to speak with a Psychologist free of charge Signs of ASD and Autism in Children 087 459 7652

Signs of ASD and Autism in Children 087 459 7652

Act Early ASD

  • Appears disinterested or unaware of other people or what’s going on around them.
  • Doesn’t know how to connect with others, play, or make friends.
  • Prefers not to be touched, held, or cuddled.
  • Doesn’t play “pretend” games, engage in group games, imitate others, or use toys in creative ways.
  • Has trouble understanding or talking about feelings.
  • Doesn’t seem to hear when others talk to him or her.
  • Doesn’t share interests or achievements with others (drawings, toys).

If you have any concerns call to speak with a Psychologist free of charge Signs of ASD and Autism in Children 087 459 7652

Signs of ASD and Autism in Babies 087 459 7652

Signs of ASD and Autism in Babies 087 459 7652

Call us with your concerns free to talk to a psychologist                                          087 459 7652    087 387 6841  info@waterfordpsychology.com

Act Early ASD

  • Doesn’t make eye contact (e.g. look at you when being fed).
  • Doesn’t smile when smiled at.
  • Doesn’t respond to his or her name or to the sound of a familiar voice.
  • Doesn’t follow objects visually.
  • Doesn’t point or wave goodbye or use other gestures to communicate.
  • Doesn’t follow the gesture when you point things out.
  • Doesn’t make noises to get your attention.
  • Doesn’t initiate or respond to cuddling.
  • Doesn’t imitate your movements and facial expressions.
  • Doesn’t reach out to be picked up.
  • Doesn’t play with other people or share interest and enjoyment.
  • Doesn’t ask for help or make other basic requests.

If you have any concerns call to talk with a Psychologist free of charge on 087 459 7652    087 387 6841  or email info@waterfordpsychology.com  0ver 60 % of our callers do not need an assessment so just call to check

 

Signs of ASD and Autism in Babies 087 459 7652

Call us with your concerns free to talk to a psychologist                                          087 459 7652    087 387 6841  info@waterfordpsychology.com

Act Early ASD

  • Doesn’t make eye contact (e.g. look at you when being fed).
  • Doesn’t smile when smiled at.
  • Doesn’t respond to his or her name or to the sound of a familiar voice.
  • Doesn’t follow objects visually.
  • Doesn’t point or wave goodbye or use other gestures to communicate.
  • Doesn’t follow the gesture when you point things out.
  • Doesn’t make noises to get your attention.
  • Doesn’t initiate or respond to cuddling.
  • Doesn’t imitate your movements and facial expressions.
  • Doesn’t reach out to be picked up.
  • Doesn’t play with other people or share interest and enjoyment.
  • Doesn’t ask for help or make other basic requests.

If you have any concerns call to talk with a Psychologist free of charge on 087 459 7652    087 387 6841  or email info@waterfordpsychology.com  0ver 60 % of our callers do not need an assessment so just call to check

Sensory Processing Disorder in Adults with Aspergers

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Dr Caroline Goldsmith is a lifelong campaigner and practitioner for people with ASD and Autism and Aspergers she shared this interesting article …

Every person needs to integrate the signals that we receive through our senses to do daily activities.  However, for people with Asperger’s Syndrome this is difficult because of Sensory Processing Disorder (SPD).

For those of you that are unfamiliar with SPD, here is an explanation from the SPD Foundation:

Sensory Processing Disorder (SPD, formerly known as “sensory integration dysfunction”) is a condition that exists when sensory signals don’t get organized into appropriate responses. Pioneering occupational therapist and neuroscientist A. Jean Ayres, PhD, likened SPD to a neurological “traffic jam” that prevents certain parts of the brain from receiving the information needed to interpret sensory information correctly. A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks. Motor clumsiness, behavioral problems, anxiety, depression, school failure, and other impacts may result if the disorder is not treated effectively.”  087 459 7652    087 387 6841  info@waterfordpsychology.com

Autism and Sensory processing disorder in adults

 

Many adults have gone undiagnosed all their lives wondering why they have such a problem with the everyday tasks that neurotypical people seem to handle with ease.  You are not alone!  Most medical professionals were not trained to recognize sensory dysfunction.  As a result, many people struggle with this hidden handicap and end up being ridiculed, which in turn can lead to secondary problems like social anxiety.

Each person with SPD is affected differently.  Some people are hyposensitive meaning that the person is under-sensitive, which usually leads them to seek out sensory input.  Whereas, other people are hypersensitive meaning that they are over-sensitive to certain stimuli.  Some people have a combination of hypo- and hyper-sensitivity.  For instance, a person can have a hyposensitive auditory system seeking out loud noise but be orally hypersensitive leaving them to be labeled as extremely picky eaters.  People with a hypersensitive olfaction often struggle to justify why they should concern themselves with hygiene because strong smells of deodorant and hair products can be truly upsetting.  There is one quote from an unknown author that has stayed with me since high school, which reads, “You only have one chance to make a first impression.”  This statement is painfully true.  If you meet someone smelling of body odor with your hair disheveled – this will leave a lasting impression on the person that you don’t take pride in your appearance, which usually then leads them to believe that you don’t value chabut I racteristics such as organization, cleanliness, etc.

How do you overcome this?

Due to the fact that every person is differently affected by SPD, it is important to receive occupational therapy with a sensory approach to tailor the session to your individual needs.  The occupational therapist can work with you to find different calming techniques that can be used when over-stimulated or stimulating activities when your brain is craving sensation.  They may even develop a “sensory diet,” which is when you schedule certain sensory activities throughout the day to help regulate your central nervous system. 087 459 7652    087 387 6841  info@waterfordpsychology.com

Some other good suggestions to alleviate sensory triggers are:

  • Use non-scented deodorant
  • If the sensation of showers is bothersome, then take a bath.  In order to eliminate the drastic change in temperature when exiting the tub, use a small space heater to warm the bathroom.
  • Use an electric toothbrush instead of a manual.
  • Try cutting or smashing small fruits (like blueberries or grapes) if you don’t like the bursting sensation in your mouth
  • Buy clothes without tags.
  • Try seamless socks.
  • Try different kinds of sheets.  Many people like the feel of the jersey sheets compared to cotton.
  • In order to make brushing your hair less painful, consider wetting your hair before your brush it.  Fill a spray bottle with water and a small squirt of conditioner. Shake then spray to help break up knots in your hair.
  • Wear noise reduction headphones or ear plugs when sounds become overwhelming.
  • Consider wearing sunglasses inside if florescent lighting is too bright for your eyes
  • Compressions can be very relaxing to some people.  If you have someone that you trust and know well – ask for a hug.

Many thanks to Aspergers Test Site for this post

If you are experiencing this type of sensitivity contact us for a consultation To book a consultation ring  087 459 7652    087 387 6841  info@waterfordpsychology.com

Dr Caroline Goldsmith

 

Caroline Goldsmkith

Dr Caroline Goldsmith is now on the practitioner board

To book a consultation ring  087 459 7652    087 387 6841  info@waterfordpsychology.com

Caroline has been in private practice for over 15 years diagnosing and treating thousands of cases of Aspergers, Autism, ASD, ADHD and a full range of health conditions. This vast experience forms the basis of expertise in diagnostics and intervention.   Female Aspergers is a particular speciality, as this is often missed or misdiagnosed especially as girls mature and adapt.

Caroline has long been an advocate for the term neuro-diversity rather than dysfunction.

Currently involved in research through a London University in the newest field of psychology, termed ‘positive psychology’ Caroline finds it is very exciting to be involved in such a new and evolving field and  being part of shaping the future of the discipline.  The appeal of this new branch is the focus on what could be possible with optimum function, rather than the preoccupation with dysfunction which has been the case for over a century.  It is about the exploration of potential and what a person could possibly be capable of, rather than just identifying what they can’t do.

http://www.irishtimes.com/life-and-style/health-family/my-health-experience-asperger-s-in-adulthood-it-takes-a-lot-of-energy-to-not-be-yourself-1.1858312

To book a consultation ring  087 459 7652    087 387 6841  info@waterfordpsychology.com

Caroline was recently published in the Journal of Neurology and Stroke, stating “There is a suicidal crisis in Ireland which is very concerning and I wanted to investigate that and see if there was anything that could be done from an early age in school to prevent children from becoming hopeless.  My colleague and mentor Dr Tim Lomas was hugely influential and enabled a great framework with his clear direction to showcase positive psychology  ideas.”

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Caroline Ward-Goldsmith MBPsS                                                                            Researcher MAPP – University of East London   

Read the article here…

Personal and Collective Resilience Building – a Suicide Prevention Program using Positive Psychology. Consultancy Project for an Irish Secondary School  – Caroline Ward-Goldsmith & Tim Lomas             JNSK March 2016

HSE Waiting Lists all time high for children 087 459 7652

HSE Waiting lists have reached an all time high for Children

Free to call a psychologist 087 459 7652    087 387 6841  info@waterfordpsychology.com Get assessed with no waiting

HSE Waiting Lists all time high for children 087 459 7652

HSE Waiting lists have reached an all time high across the country for Assessment of Needs, ADHD, Autism and ASD assessments.

We are currently collecting stories and information on a local level to give a clearer picture.

Tell us about your experiences of the waiting lists in CORK GALWAY DUBLIN, WATERFORD or further afield.

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Waiting lists

HSE Waiting Lists all time high for children. Get assessed with no waiting 087 459 7652

When children lose out on early intervention it can affect them for the rest of their lives.  Your stories have given wonderful insights into the changing times that we now live in.  We have heard how the grown up adult children had very little awareness in days gone by and how you watch your grandchildren.   The focus has gone from no awareness and no services to great awareness and no services.  surely our next step has ot be towards great awareness and great services.

HSE Waiting Lists all time high for children. Get assessed with no waiting 087 459 7652

087 459 7652    087 387 6841  info@waterfordpsychology.com

HSE Waiting Lists all time high for children 087 459 7652