The second part of this article
is aimed at both parents of children on the Autistic Spectrum, and those
working with them in a school environment, and examines the impact of the
various stresses of the school day for these young people, but also for those who
have the job of supporting them, particularly teachers and teaching assistants.
First from the point of view of
the young people. We immediately come
straight back to anxiety. It is
important to note that the level of anxiety for some of these children goes way
beyond the everyday anxiety we all experience from time to time. Imagine the worst you have ever felt – that
important job interview, waiting for exam results or medical test results or
that meeting with the boss which is not going to go well. This is what these children can feel like
EVERY SINGLE DAY. Think how you felt in
that situation, the thumping heart rate, the sick feeling in the stomach and,
more importantly, that desire to run away somewhere safe and get away from the
situation. Imagine feeling like that
every time you think about going to school.
On top of that, imagine that every day you know, at some level, that it
is socially unacceptable to show this level of anxiety so you hold it all in –
all day, every day. Sometimes you may
not manage this and you will end up ‘losing it’ over something apparently
trivial (haven’t we all done this at some point?) but also imagine that you are
not good at noticing when you are getting to that point, so your explosion of
anger and frustration takes you (and everyone else) by surprise. At this point, someone helpfully tries to get
you out of the room so that you and the other children are safe. Many children on the Autistic spectrum will
have quite significant sensory processing issues, so being held or forcibly
moved to another room will be almost unbearable.
Add social difficulties, rigid
thinking and possible learning challenges into the mix and it is hardly
surprising that so many children on the Autistic Spectrum struggle at school.
However, it is not only the young
people who find this difficult. Many
teachers report feeling helpless and not being sure what to do for the best
when a young person is clearly distressed, but at the same time causing havoc
in the classroom. Even those who do not
visibly show their distress can inadvertently cause disruption, fidgeting, skin
picking, interrupting, getting in and out of their chair, refusing to do
certain pieces of work etc.
The answer is often to allocate a
specific teaching assistant to support a particular child. This can be a very difficult job and it is
easy to feel disheartened. With many
children, particularly those with PDA, you can feel that, at last, you have
made a breakthrough – the child you are working with appears to settle and be
doing better, then suddenly, it all goes horribly wrong and you are back to
square one. In your darker moments, you
may even feel that the child is deliberately sabotaging your efforts. It does not help if you have been physically
punched or kicked or been screamed or spat at by a highly distressed
child. It is hard not to take this
personally.
One issue which is often overlooked
is that of burnout. Health professionals
have regular supervision (a space in which to discuss with a colleague or manager
how a certain situation, child or family has made you feel). ‘Projection’ is a psychological term used to
describe how a child can ‘project’ all their anger, fear and frustration onto
you and make you feel useless and bad at your job.
Without that space to be able to discuss how
a situation has made you feel, it is not long before people start to doubt
themselves and feel burned out. Also,
working with a child with Autism (and even more so with PDA) can be physically
and mentally draining. You will pick up
on their anxiety levels (even if the signs are not obvious) and may feel like
you are ‘walking on eggshells’ trying to avoid at all costs, saying or
suggesting something which will lead to an outburst. Regular breaks and, if possible, rotating the
time spent with one child with someone else can ease this feeling somewhat.
Of course, all of the above not
only applies to teachers and teaching assistants, but also to those parents who
are home educating their children. Most
find that when their child is away from the situation they found so stressful,
they tend to settle somewhat. This does
not mean that the stress for parents or the potential for burnout is any
less. Many parents still report the
feeling of ‘walking on eggshells’. There
is no easy solution to this. Within a
school setting, it may be possible to rotate working with a particular child
and take a break. For many parents this
is not an option.
I suggest the overall message of
this article is the need to appreciate the effort involved in supporting a
young person with high anxiety levels.
It is not just a case of providing clear boundaries, or adopting a
consistent approach which is the advice given to many parents (and teachers) struggling
to manage challenging behaviour. What is
needed is a sympathetic and joined up approach which aims to understand the
underlying challenges for these children.
Update (November 2019)
We anticipate the launch of our brand new website will take place during November 2019, where this blog will transfer to. During the first part of 2020 we will also being introducing a series of online training programmes aimed at both parents and teachers. These, and other relevant initiatives which we are involved with, will all be announced on our Facebook page.
https://www.facebook.com/help4psychology
We anticipate the launch of our brand new website will take place during November 2019, where this blog will transfer to. During the first part of 2020 we will also being introducing a series of online training programmes aimed at both parents and teachers. These, and other relevant initiatives which we are involved with, will all be announced on our Facebook page.
https://www.facebook.com/help4psychology
Hello. I have read your posts with great interest. My son has a HF autism diagnosis and I highly suspect he has pda. As with what seems to be most of these children, he masks very well at school - so well that he is above targets and his teacher reports no problems or anxiety. He can be very clear at verbalisìng his feelings about school to me and he is clearly distressed, which i believe what plays a significant role in his extremely violent meltdowns.
ReplyDeleteI would like to know what you think the school could/ should be doing to help children who in their opinion do not need any extra help, due to very good ability to mask their dificulties. Thank you.
Hello. I have read your posts with great interest. My son has a HF autism diagnosis and I highly suspect he has pda. As with what seems to be most of these children, he masks very well at school - so well that he is above targets and his teacher reports no problems or anxiety. He can be very clear at verbalisìng his feelings about school to me and he is clearly distressed, which i believe what plays a significant role in his extremely violent meltdowns.
ReplyDeleteI would like to know what you think the school could/ should be doing to help children who in their opinion do not need any extra help, due to very good ability to mask their dificulties. Thank you.