Wednesday, May 26, 2010
Get Suction Cup To Stick To Cold Window
The puna
PUNA: It extends from northern Chile and Argentina to 8 º 30'LS in the Department of La Libertad (Santiago de Chuco).
has altitudes above 3.800 or 4.000 m (Figure 1 )
Rainfall is highly variable, with higher concentrations in summer.
The winds are strong and almost continuous helping to cool and dry environment.
The relief is varied dominate the plateaus (Junin and Callao) and undulating areas, not missing very steep areas, especially above 5,000 m.
Andosófila belong to the region or floors Paramosólica variables: volcanic in the south, brackish near the salt lakes, rocky, muddy, etc.
Rivers and streams are numerous, of course usually quiet.
lakes and lagoons in Peru are more than 12.000, distinguishing different types: saline lakes (Parinacochas, Salinas Loriscota), lagoons and freshwater lakes (Junin and Titicaca).
5.200 m. Above the glaciers exist.
The Puna is characterized by cold days and cool nights.
The average annual temperature is above 0 ° C and less than 7 ° C (The highest between September and April range from 15 to 22 ° C, between May and August are the minimum ranging from -9 to -25 ° C) .
There is a strong temperature variation between sun and shade.
( image 2) 
PUNA: It extends from northern Chile and Argentina to 8 º 30'LS in the Department of La Libertad (Santiago de Chuco).
has altitudes above 3.800 or 4.000 m (Figure 1 )
Rainfall is highly variable, with higher concentrations in summer.
The winds are strong and almost continuous helping to cool and dry environment.
The relief is varied dominate the plateaus (Junin and Callao) and undulating areas, not missing very steep areas, especially above 5,000 m.
Andosófila belong to the region or floors Paramosólica variables: volcanic in the south, brackish near the salt lakes, rocky, muddy, etc.
Rivers and streams are numerous, of course usually quiet.
lakes and lagoons in Peru are more than 12.000, distinguishing different types: saline lakes (Parinacochas, Salinas Loriscota), lagoons and freshwater lakes (Junin and Titicaca).
5.200 m. Above the glaciers exist.
The Puna is characterized by cold days and cool nights.
The average annual temperature is above 0 ° C and less than 7 ° C (The highest between September and April range from 15 to 22 ° C, between May and August are the minimum ranging from -9 to -25 ° C) .
There is a strong temperature variation between sun and shade.
( image 2)
Tuesday, May 25, 2010
Closing Tongue Thrust Gap
Photo 2, Photo 3 and Photo 4: High Andean province.
Senecio canescens "vira vira"
Laccopetalum giganteum "pacra pacra"
Lama pacos "flame"
Senecio canescens "vira vira"
Laccopetalum giganteum "pacra pacra"
Lama pacos "flame"
How To Apply Sail Numbers On A Laser
What is a High Andean province?
is a very coarse region, located at a considerable height above sea level, where agriculture is rendered impossible by the adverse weather conditions.
The lower limit is among the 3800 or 4000 m from Cajamarca, southern Porculla step to Chile and Argentina where it is called Puna and 3.000 m in the North from Venezuela to northern Porculla step and sometimes being lower towards the border with Ecuador, where so far without a uniform standard is called Jalca and / or Paramo. (PHOTO 1 )
communities living in this province micro heat, are characterized by specific adjustments depending on your needs.
for example, in the plant to prevent water loss (the atmosphere is very dry) plants usually angustifolia, ie with very narrow leaves to fend off dehydration, some use a resinous cover for the same purpose , others do develop to a greater or lesser degree courses as epidermal hairs or trichomes, of various types, sizes and abundance.
In the case of animal species could be seen that the hair (mammals) becomes more dense to avoid hypothermia. Examples
types:
Senecio canescens "vira vira (PHOTO 2 )
Laccopetalum giganteum" pacra pacra (PHOTO 3 )
Lama pacos "flame" (PHOTO 4 )
biogeographic In this region there lack of trees, most plants are herbaceous grasses predominate. Consequently the few species of animals are grass feed animals, and a few predators of herbivores.
Altoandina in the Province is distinguished:
PUNA
the Jalca 
NATURAL RESOURCES
is a very coarse region, located at a considerable height above sea level, where agriculture is rendered impossible by the adverse weather conditions.
The lower limit is among the 3800 or 4000 m from Cajamarca, southern Porculla step to Chile and Argentina where it is called Puna and 3.000 m in the North from Venezuela to northern Porculla step and sometimes being lower towards the border with Ecuador, where so far without a uniform standard is called Jalca and / or Paramo. (PHOTO 1 )
communities living in this province micro heat, are characterized by specific adjustments depending on your needs.
for example, in the plant to prevent water loss (the atmosphere is very dry) plants usually angustifolia, ie with very narrow leaves to fend off dehydration, some use a resinous cover for the same purpose , others do develop to a greater or lesser degree courses as epidermal hairs or trichomes, of various types, sizes and abundance.
In the case of animal species could be seen that the hair (mammals) becomes more dense to avoid hypothermia. Examples
types:
Senecio canescens "vira vira (PHOTO 2 )
Laccopetalum giganteum" pacra pacra (PHOTO 3 )
Lama pacos "flame" (PHOTO 4 )
biogeographic In this region there lack of trees, most plants are herbaceous grasses predominate. Consequently the few species of animals are grass feed animals, and a few predators of herbivores.
Altoandina in the Province is distinguished:
PUNA
the Jalca
Thursday, May 20, 2010
Diagrams Electronic Motorised Wheelchair
What is a natural resource?
or tangible things are substances found in nature. 
or tangible things are substances found in nature.
tangible things: coal, iron, oil, copper, biomass plant and animal bodies, etc.. Originally
will result from the dynamic interaction of the diversity of current environmental factors and ecological systems. (see figure: interaction)
This interaction helps explain, for example, the role of coal as a material on a time and place. Therefore
These materials are not static or fixed but are dynamic.
originally encompassed the category of being a natural resource depends on: SUPPLY AND DEMAND, THE PROFIT AND LOSS, ASSETS AND LIABILITIES.
This means that the materials to be natural resource category, are means to achieve certain purposes
Therefore, natural resources do not refer either to a thing or substance, but a feature that a thing or substance may make, or transaction in which they can take part, ie the function or operation to achieve a given end, as satisfy a need. Conceptualized
well, the word natural resources rather than anything is a Abstraction reflecting human valuation that relates to an operation or function. Therefore:
NATURAL RESOURCES ARE THE DIFFERENT ASPECTS OF THE KIND THAT MAN CAN USE TO THE SATISFACTION OF NEEDS TO BE ALIVE, BUT HAVE HELPED IN THEIR FORMATION.
A natural resource is any thing or object (wealth) that we get from living and nonliving environment to meet our needs and desires.
Its definition comes from the interaction between man and nature.
is technology that gives value to natural resources.
Thus, thousands of miners and oil deposits became uneconomic and ceased to be returned to state resources which came first: the neutral matter. From this point of view we can talk about ex-resources.
Overall, the generation of new resources is a function of: INVENTION AND TECHNOLOGY INDUSTRIAL COMPANY, market demand, LABOR, CAPITAL INVESTMENT. View
Classes Resources ... ...
will result from the dynamic interaction of the diversity of current environmental factors and ecological systems. (see figure: interaction)
This interaction helps explain, for example, the role of coal as a material on a time and place. Therefore
These materials are not static or fixed but are dynamic.
originally encompassed the category of being a natural resource depends on: SUPPLY AND DEMAND, THE PROFIT AND LOSS, ASSETS AND LIABILITIES.
This means that the materials to be natural resource category, are means to achieve certain purposes
Therefore, natural resources do not refer either to a thing or substance, but a feature that a thing or substance may make, or transaction in which they can take part, ie the function or operation to achieve a given end, as satisfy a need. Conceptualized
well, the word natural resources rather than anything is a Abstraction reflecting human valuation that relates to an operation or function. Therefore:
NATURAL RESOURCES ARE THE DIFFERENT ASPECTS OF THE KIND THAT MAN CAN USE TO THE SATISFACTION OF NEEDS TO BE ALIVE, BUT HAVE HELPED IN THEIR FORMATION.
A natural resource is any thing or object (wealth) that we get from living and nonliving environment to meet our needs and desires.
Its definition comes from the interaction between man and nature.
is technology that gives value to natural resources.
Thus, thousands of miners and oil deposits became uneconomic and ceased to be returned to state resources which came first: the neutral matter. From this point of view we can talk about ex-resources.
Overall, the generation of new resources is a function of: INVENTION AND TECHNOLOGY INDUSTRIAL COMPANY, market demand, LABOR, CAPITAL INVESTMENT. View
Classes Resources ... ...
Belly Punchin Partner
Aquatic Microorganisms: Isolation and Identification Count - Part 2
NUMERICAL TAXONOMY
CLASSIC
phenotypic characters (morphology, nutrition, etc.).
some genotypes:% G + C, DNA-DNA hybridization
weighting of characters (dichotomous key)
- classical phenotypic phenotypic value taxonómicoCaracterísticas classical taxonomic value
Morphology: shape, size and staining
Nutrition and Physiology: phototrophs, chemotrophs, aerobic or anaerobic, temperature and pH optimum, alternative sources of C, N and smovil: type and arrangement of flagella
Other: pigments, cellular inclusions, antibiotic sensitivity, pathogenicity
- Features classic genotypic
............ G + C content
% G + C = G + C x 100
G + C + A + T
determination CsCl gradient, or chromatography thermal denaturation in prokaryotes
Wide range: 20 to 80%
little information for the taxonomic characterization
Exclusion criteria:% GC> 3, probably different species
% GC> 10, probably different genres
.............. DNA-DNA hybridization
- depends on the complete genome sequence
- useful in closely related organisms-determination by:
% hybridization ADN1 - ADN2
Δ Tm of the hybrid - is the current standard definition
species
NUMERICAL TAXONOMY Pooling
taxonomic units or taxa by numerical methods
is based on a large number of characters
Pesola Each character has equal similarity is based on the proportion of common characters
- phenotypic (not less than 60)
- similarity coefficient = a + d.
a + b + c + d
to: number of positive characters in both strains
b: number of positive character only strain 1
c: number of positive character only strain 2
d: number negative character in both strains given schema
Shewan et al. determinative proposed a scheme for identifying most bacteria isolated from marine environments.
Advantage: uses a small number of biochemical, morphological, cultural, staining and sensitivity to antibiotics, reason why it has gained widespread acceptance.
taxonomic schemes for marine bacteria Oliver (1982), Sawabe et al. (1995) and Jensen and Fenical (1995).
Sneath Identification Numerical taxonomy: The most logical way to identify bacteria is to compare the average similarity of microorganisms, using the principle adansoniano (equal weight to each character.)
Since then, several researchers have used numerical taxonomy to the study of marine strains. Unfortunately, this technique has its disadvantages:
Using reference strains that have generally been identified by classical methods Employment
much time and effort: It is recommended to study not less than 80 features
The need to consider numerous strains: over 100
The researcher's influence in the selection of features and provides interpretation of the variation resultadosNo (not phylogenetic)
Taxonomy Identification
numerical
Percentage of similarity (S%) = NS x 100 NS + N dN S = total number of positive features
N d = total number of different features
The results are expressed as a matrix
em TAXONOMY POLYPHASE
Consider:
% Guanine - Number of bases cytosine
InmunoelectroforesisProporción DNA Serotyping and nitrogen RNAContenido
antibiosis tests: Facing pathogenic bacteria in fish and shellfish
MOLECULAR TAXONOMY
PCR TECHNIQUE
PRESERVATION CROPS:
- Consider mortal nature of fresh cultures of bacteria:
- Reseeding fresh media periodically:
bacteria can be maintained in tubes of medium in which they have been grown by periodic steps to fresh media.
reseeding intervals vary with the type of microorganism
note: the appropriate culture medium, the proper temperature to keep the crops, and time to replant.
- Freeze: is very effective, they survive for more than 10 years
- glycerol broth at - 29 ° C (survive approximately 2 years) or dimethyl sulfoxide
- Preservation of cultures with mineral oil:
Many bacteria are well preserved by covering the agar in which are growing with sterile mineral oil. Some species have survived for 15 or 20 years. 
NUMERICAL TAXONOMY
CLASSIC
phenotypic characters (morphology, nutrition, etc.).
some genotypes:% G + C, DNA-DNA hybridization
weighting of characters (dichotomous key)
- classical phenotypic phenotypic value taxonómicoCaracterísticas classical taxonomic value
Morphology: shape, size and staining
Nutrition and Physiology: phototrophs, chemotrophs, aerobic or anaerobic, temperature and pH optimum, alternative sources of C, N and smovil: type and arrangement of flagella
Other: pigments, cellular inclusions, antibiotic sensitivity, pathogenicity
- Features classic genotypic
............ G + C content
% G + C = G + C x 100
G + C + A + T
determination CsCl gradient, or chromatography thermal denaturation in prokaryotes
Wide range: 20 to 80%
little information for the taxonomic characterization
Exclusion criteria:% GC> 3, probably different species
% GC> 10, probably different genres
.............. DNA-DNA hybridization
- depends on the complete genome sequence
- useful in closely related organisms-determination by:
% hybridization ADN1 - ADN2
Δ Tm of the hybrid - is the current standard definition
species
NUMERICAL TAXONOMY Pooling
taxonomic units or taxa by numerical methods
is based on a large number of characters
Pesola Each character has equal similarity is based on the proportion of common characters
- phenotypic (not less than 60)
- similarity coefficient = a + d.
a + b + c + d
to: number of positive characters in both strains
b: number of positive character only strain 1
c: number of positive character only strain 2
d: number negative character in both strains given schema
Shewan et al. determinative proposed a scheme for identifying most bacteria isolated from marine environments.
Advantage: uses a small number of biochemical, morphological, cultural, staining and sensitivity to antibiotics, reason why it has gained widespread acceptance.
taxonomic schemes for marine bacteria Oliver (1982), Sawabe et al. (1995) and Jensen and Fenical (1995).
Sneath Identification Numerical taxonomy: The most logical way to identify bacteria is to compare the average similarity of microorganisms, using the principle adansoniano (equal weight to each character.)
Since then, several researchers have used numerical taxonomy to the study of marine strains. Unfortunately, this technique has its disadvantages:
Using reference strains that have generally been identified by classical methods Employment
much time and effort: It is recommended to study not less than 80 features
The need to consider numerous strains: over 100
The researcher's influence in the selection of features and provides interpretation of the variation resultadosNo (not phylogenetic)
Taxonomy Identification
numerical
Percentage of similarity (S%) = NS x 100 NS + N dN S = total number of positive features
N d = total number of different features
The results are expressed as a matrix
em TAXONOMY POLYPHASE
Consider:
% Guanine - Number of bases cytosine
InmunoelectroforesisProporción DNA Serotyping and nitrogen RNAContenido
antibiosis tests: Facing pathogenic bacteria in fish and shellfish
MOLECULAR TAXONOMY
PCR TECHNIQUE
PRESERVATION CROPS:
- Consider mortal nature of fresh cultures of bacteria:
- Reseeding fresh media periodically:
bacteria can be maintained in tubes of medium in which they have been grown by periodic steps to fresh media.
reseeding intervals vary with the type of microorganism
note: the appropriate culture medium, the proper temperature to keep the crops, and time to replant.
- Freeze: is very effective, they survive for more than 10 years
- glycerol broth at - 29 ° C (survive approximately 2 years) or dimethyl sulfoxide
- Preservation of cultures with mineral oil:
Many bacteria are well preserved by covering the agar in which are growing with sterile mineral oil. Some species have survived for 15 or 20 years.
Tuesday, May 11, 2010
All Gay Wrestlers In Tna
difficulties and needs
a) Main difficulties that arise during adolescence
-Increased awareness of difference and loneliness.
-feelings of misunderstanding and loneliness.
-Vulnerability to psychological disorders like depression, anxiety and stress.
-Neglect of hygiene and personal care (although some develop obsessive rituals in relation to hygiene).
-Increase of obsessions and rituals of thought. Academic Difficulties
(slowness, difficulty adapting to changing schedules, teachers, classrooms, etc..; Awkwardly to develop curricula and sequencing tasks, motivation, difficulties in capturing the gist of a text and select relevant information.)
b) qualities and strengths in the adolescent stage
-Strong moral values: honesty, friendship, kindness, defense human rights and criticism of the injustices they see around them.
-Persistence in achieving its goals and objectives.
Great desire to excel. Personality
-simple, naive and "transparent."
"Absence of Malice and disingenuous.
" Better mastery of basic social rules.
c) Requirements in adolescence
-Education environment of respect, tolerance and understanding toward the person with AS.
-emphasize the boy's outstanding skills in SA through cooperative learning situations.
-motivated to participate in situations that reinforce their self-esteem, improve their image and facilitate integration group.
-methodological adaptations (extra time to finish the task, possible oral examinations, use of word processing, enhance the learning pathway, closed questions in the exams like multiple choice test, etc.).
-clear and very explicit guidelines as to how to make and present their work.
"Having the figure of a guardian or teacher, who can monitor your emotional state and give guidelines on academic, personal and emotional, helping you plan your studies, training in techniques that enable it to handle difficult situations school or college, motivate you to achieve goals using appropriate strategies and provide career guidance and professional.
-Inclusive in a physical education program aimed at health and fitness rather than competitive sports.
-analyze the behavior problems, as the reasons behind these problems may not be obvious or clear, before taking drastic measures such as penalties, which would not serve to change behavior.
-To prepare for college or the workforce, planning, anticipating and preparing for that change usually produces high levels of anxiety and fear.
-Encourage their participation in extracurricular activities related to its strengths.
-help to know and accept what it means Asperger syndrome.
-Help to recognize the good and bad about yourself.
-Provide self-management strategies. Returning
-positive and realistic image of himself. Teaching
-control techniques obsessive thoughts and repetitive questions.
-support to improve their social and conversational skills.
d) The main difficulties which may arise in adulthood
-social relationship difficulties, problems have friends or deepen relationships, unsuccessful in his attempts to befriend.
-social relationship difficulties, problems have friends or deepen relationships, unsuccessful in his attempts to befriend.
Difficulties to work in teams, to understand the mental world of others and their own inability to understand social cues that help to regulate their behavior.
-Problems to detect emotions and feelings of others and difficulty expressing your own.
-rituals or motor stereotypies that are triggered in specific situations beyond their control.
self-esteem and ambiguous that may be accompanied by feelings of superiroridad or excessively negative ideas focused on the ignorance of its capabilities.
-Inability to plan and organize their future based on realistic projects.
-anxiety and depression.
-Problems to make decisions.
-Difficulty of managing relationships.
-attentional difficulties may be reflected in the work environment.
-Problems in job interviews.
e) qualities and strengths in adulthood
"Despite their problems, are able to generate alternative strategies for handling in the social world.
-tend to be very noble and say at every moment what they think.
"When your work fits your interests and has little social demand tend to have career success. They claim
-economic and social independence.
-tend to be perfectionists when it comes to doing any work.
-are able to store large amounts of information, especially their interests.
-tend to be more efficient in technical (computer science, photography, mathematics, business, etc.)
"When goals are well defined tend to be persistent in achieving their goals.
f) Need for adults with Asperger Syndrome
-Therapies focused on improving self-esteem and foster a positive and realistic.
-assumed to have a peculiar way of perceiving and interpreting the world around them, but not why they are sick.
-explicit teaching of social relations in general.
-social and labor mediator to help you create strategies for cope with success (resolution of social conflicts and labor).
-Service Personnel and Guidance and Family Counseling to go when needed.
-Minimizing environmental distractions at the workplace.
-jobs with low social involvement.
-tasks well sequenced, with a clear beginning and end.
-limits for achieving their career goals, the highest structure.
g) Living with Asperger syndrome - Family -
LIVING WITH ASPERGER syndrome.Some Yes
1) Children younger
As Asperger syndrome is a complex developmental disability as and how those affected are often so different from each other, the opinions about behavioral strategies vary widely. Anyway, there are a few tips that should be evaluated on an individual level that can be put into practice both at home and at school.
order to teach children with Asperger syndrome, adults have to deal with a lot and be very affectionate, and these children are dependent on many aspects and yet need to learn to be as independent as possible. Much of the success we achieve in the future will depend on how adults relate to them.
need as adults, parents, teachers or assistants who deal with children with Asperger them great respect and affection, the general attitude affects the entire learning environment. Maybe the teacher finds it impossible to teach the child in a positive way, but the demonstrations reveal the child master his feelings. It is preferable that the teacher evali º and their feelings and try to change their attitude when necessary and if it does it may be important to find another professor to teach this student and that a negative attitude and lack of affection can do much damage a person in a very short time.
a simple, yet often overlooked when dealing with children Asperger is the need to give her what she needs. This requires that each child is known well enough to know when needs change.
These children often need a time and a place to feel alone and if the demand is constant, the level of frustration can be overwhelming, you may need rocking, fanning No music or listen to me, walking around the room, etc. When given the opportunity to perform these activities according to their age, they improve significantly. The teacher has to take into account the level of activity, the ability to pay attention, emotions, the level of interest and skills vary widely from student to another and any educational program has to accommodate all individual needs.
There are a number of general tips:
be as positive as possible: to praise frequently and honestly, look at the good things and not paying much attention to things that are of little importance. Many students are conditioned to react negatively to a "no", which often indicates that someone is angry or that something is wrong, but does not report how to fix the problem. These words must be use sparingly. In many cases it is convenient to tell you what to do and abstain from what not to do.
Teaching children to listen. Often the frequent repetition of a given instruction teaches people not to listen, so it should be avoided. It is better to support the statement spoken with a similar gesture or requiring the child to pay attention and then make sure you follow the instruction. When adults do not insist that whatever they are asked, once established it is now clearly understood, these children tend to assimilate it need not comply with instructions.
is necessary for giving the instructions knows perfectly what he wants. Be reasonable with what is required and the application must be consistent with the child's abilities.
should be given information appropriate. It is necessary to tell the child in advance what will happen next. If there are changes, we must inform you and allow to take part in the plans. Let them know what will happen and how they should behave. We use words, gestures and drawings to understand. Bulletin boards with the daily schedule, daily routines, etc.
Use a language as simple, clear and concise as possible. Asperger people often include only part of the words addressed to them. It is better to be concise because too many instructions and explanations create frustration and confusion. At school, it is usually better than the instructions are given on an individual basis to address them to the whole group. When a instruction takes several steps you can divide by getting the child is a step before giving the second. When one refrains from verbal support, often the Asperger child's independence grows. Much information could be through pictures in series.
As previously mentioned, whenever possible we must avoid negative statements, which only explains what is not acceptable and will not make suggestions needed to learn how to behave in a different and more appropriate.
have to be as neutral as possible to give instructions, because the tone of voice, facial expression or a word with multiple meanings can change direction a question, a statement or phrase. When giving instructions is necessary to explain what to do and avoid challenges. If instructions are given on a challenging, children tend to become defensive and try to avoid or do the opposite of what is requested.
questions should be avoided unless options that students have real choices. The clear sentences give students the information necessary to fulfill the request.
is important to identify feelings. Asperger Children tells a lot of work to recognize the feelings of others and express themselves.
possible, avoid criticism and help them have a positive image themselves.
Avoid blame, using consistent rules and neutral. The criticisms are for the benefit of adults, not children with Asperger syndrome because they have little meaning for them and will not be ningí No change in your behavior.
is best to avoid threats, often giving way to a negative reaction.
Signals must be given when necessary to help the person gain more independence and less dependent on others.
These signals may be physical suggestions, gestures, drawings, written words, environmental cues such as an object or a clock face, or verbal cues that are learned over time and gradually fade. The signs will serve very well to those who find it hard to apply the rules, skills or behaviors from one environment to another.
Asperger Sometimes children are more signs than they need, or you may need more than they receive. It is better to set a few signs that the child can learn it until you are ready to try it alone. The drawings and environmental cues are the methods that best promote independence. To avoid dependency, we must make plans to reduce the number of signals that require the presence of adults.
On many occasions, the most effective in teaching appropriate behavior are provided by models. Models can be adults or peers. Sometimes teachers will lecture students from other classes or environments to serve as models. Asperger Students who do not harmonize with others, they will be taught to observe and imitate what others do. Colleagues who are models have to learn techniques to keep the attention of the Asperger person to encourage her to react
The act of choosing is an important part of becoming independent. Children begin to choose very early, showing preferences for people, food and toys. Many people with severe disabilities, including many Asperger children have not had the opportunity to practice, step by step and systematically, the process of choosing. Often not allowed to refuse. Often the child does not understand clearly how to refuse to do something or agree to make something so that others understand.
should be taught to give a yes or no, many Asperger respond with a yes to everything and can result from lack of understanding that really can choose or to reflect the general desire to conform. You may also be possible to say or imply "not" have suffered negative consequences and the word "not" prefer not to use it. To teach appropriate ways to refuse, it is essential to reinforce a negative response and allow the negative responses. For a person to become independent and able to choose, we must allow denial. Teaching Asperger's have the right to choose and that sometimes the right to choose means the right to refuse, is a process that takes place over time. Once you understand the power of options and to give the person the opportunity to exercise choice and control many aspects of life, there is less reason for the denial.
To make an informed choice, the child must have experience Asperger with activity, the object or person to choose. Often the rejection results from a lack of knowledge and a preference to stay with the known. To become mature and independent, it should teach Asperger to pass a variety of age-appropriate activities. Only when they know from experience what an activity may choose to do it again, do something else, or choose to reject the activity. Make plans for an evening or weekend, be capable of spontaneous and able to change plans, is part of the process of picking and choosing.
Asperger People rarely like the unknown and often refuse to go to new places or make new things. When facing new activities, persons or things unknown, show problematic behavior. In these cases, a way to help them feel more comfortable is to develop plans desensitization to learn about the situation beforehand. Stunning methods are also very í º tiles when the child is afraid of a situation or are sensitized by previous negative experiences. Is to review again and again all the steps you can take in the new situation or knowledge of a new person, through pictures in series with a picture of a welcome boost at the end, so that is time not take it as strange or new.
Children with Asperger syndrome, from the beginning, you have to teach social interaction skills. It is necessary to place special emphasis on certain social skills and create specific goals and specific strategies to implement them. Do not let them know the skills necessary for social interaction is to forget the main part of the disabilities of Asperger people. Many of its efforts to integrate socially Their efforts are not appropriate to interpret the social cues of others often leads to confusion. Asperger child is not usually able to learn appropriate social interactions without special instructions. If you do not teach social skills necessary for interaction with others are raising the possibility
2) The teens
Young Asperger often have difficulty with the transition to puberty. Approximately 20% have seizures for the first time during puberty may be due to hormonal changes. In addition, many behavioral problems may become more frequent and more severe during this period. However, other children go through puberty with minimal difficulty.
With regard to family relationships at this stage parents are true professionals in Asperger syndrome but must also take into account are older and less energy. The behavior and the treatment begins to focus in a different way and to others:
more are marked differences in their Asperger child with others of the same age, your child can remain indifferent to social events, the necessary studies to develop a profession or the struggle for independence while the other kids walk to the adult stage of life seeking his own place in society.
must deal with the sexual aspects of this period and resolverlos.Se tend to think that with all the work involved in the care and education of youth, sex education is an unnecessary worry, nothing more far from reality. The parents are the primary sexuality educators of their children. From birth, parents are role models and teach their children messages about love, affection, touch, relationships. How to embrace and support their children is teaching them how we feel about them. Some say that the loving touch of the early stages of life and the standard mark for sound privacy as an adult.
Begin to plan the future financial security, job opportunities and everything necessary for the child to live properly with missing parents.
Parents should redefine their role as parents of a dependent child, but no longer a child.
3) Foreign partner
Sexuality is a part of the life of a person and Asperger's syndrome is no exception. Sexuality and sexual expression of people with Asperger Syndrome creates mixed reactions. These people have feelings, needs and sexual identity, and of course, sexuality must always be in the overall context of human relationships. Sexuality includes gender identity, friendship, self-image, body awareness, emotional development and social behavior, as well as the physical expression of love, affection and desires.
The failure will not prevent rights basic person to love and be loved, to discover new friendships and emotional relationships, the pursuit of happiness and whenever possible, train your family.
should consider a requirement that the person with Asperger syndrome know about sex, which has received the requisite support to protect against sexual abuse, exploitation, unwanted pregnancy and preventing sexually transmitted diseases.
For most of us, learning about sexuality occurred in many different ways. Our parents were probably the first educators of sexuality, because they are usually the first and most frequent teachers and models. Then, our colleagues, the media, religious education and life experiences have been influencing our sexual learning. In the context of sexuality education, being able to communicate feelings is an important interpersonal skill. Being able to identify and respond to the emotions of a friend or one's partner promotes communication and intimacy. For most complex nosotrosresulta recognize and respond to emotions and is especially pronounced in people with this disability, where there are difficulties to express their emotions or may express them inappropriately, or may misinterpret the feelings of others.
Sexuality is a part of the life of a person and Asperger's syndrome is no exception. Sexuality and sexual expression of people with Asperger syndrome or Asperger syndrome creates mixed reactions. These people have feelings, needs and sexual identity, and of course, sexuality must always be in the overall context of human relationships. Sexuality includes gender identity, friendship, self-image, body awareness, emotional development and social behavior as well as the physical expression of love, affection and desires.
Failure will not stop the basic rights of the person to love and be loved, develop friendships and emotional relationships, choose friends, the pursuit of happiness and whenever possible, train your family.
should consider a requirement that the person with Asperger syndrome know about sex, which has received the requisite support to protect against sexual abuse, exploitation, unwanted pregnancy and preventing sexually transmitted diseases.
4) Family environment
is very difficult to consider Asperger syndrome as a disease that affects a person and in practice must be considered as a disability, which are involved all family members. Each family and each member within this family, is affected differently, experiencing feelings as diverse as pain, grief, frustration, satisfaction in being able to help, rejection, denial, anger, etc. Not only the feelings vary from one member to another family and different families, but also changes over time.
The experience of having Asperger child can be devastating for parents but also for the other siblings and the family that causes great stress and problems. Many times parents may feel too bad about the feelings they have for Asperger child, conflicting feelings of sadness, anger, deep love, discomfort, injustice, grief, excess liability, etc. Should be aware that these feelings are normal, other parents of Asperger children have gone through the same, they have managed to overcome and with his experience can help other parents to do so. Think that many parents feel almost a "blessing from God" have Asperger child, since they are much more sensitive, much more value the progress of their children because they are aware that costs them much more to reach progress.
Each family is faced with the disease differently, but always seem to be some elements common in different stages:
The Diagnosis:
In most cases, when parents receive the news that his son is Asperger have come to consult several professionals to confirm. The news is devastating, especially to parents who have long been of concern, disappointment and having the feeling that something is wrong.
In this time of diagnosis, the reactions that can occur are very different:
- Disclaimer:
is a distinctive feature, in which the family in general and parents in particular, denied the existence. Doctors do not usually face problems in explaining the physiological disorder and the child's physical appearance is totally normal, so the denial (it can be very important or nothing) is a very common reaction. In addition, the characteristics of Asperger syndrome foster denial of the condition and consider what will happen over time without taking any steps or measures are taken are done anyway, and sporadically. What is particularly serious in taking this attitude of denial is to be postponed a series of measures that are vital to child development and their integration into society.
- Impotence:
Another very normal reaction is that parents feel defeated and unable to address the problem even before the real problems. Asperger Having a child can be a huge blow to the esteem and confidence for several reasons:
The parent has to face a strange and inexplicable behavior, unpredictable reactions and meet some needs for which no parent is prepared a priori, since There are no set rules or established models or previous experiences that can help.
The need specialized assistance for the care and attention your child can make them feel useless.
The lack of information on Asperger syndrome and fear of the unknown.
All this can make parents suffer a real depression and the feeling of having to "throw in the towel."
- Guilt:
Virtually all women during pregnancy, have at some point the fear that her baby is not normal or completely healthy. When a child is diagnosed, the fear has become reality and the guilt starts that something went wrong during pregnancy and the pill is taken, the table of exercise, cigarette smoking could not stop the possibility of a hereditary component or any other reason may be sufficient to explain why the child is sick and who is to blame. This feeling can be increased to the great promotion of psychoanalytic theory of the disease, which he attributed to poor parental relationship, a parent uncommunicative, distant and unable to provide the care needed. Today it is clear that the conduct of either parent could have caused the Asperger syndrome in children and aí º n in the course of finding a genetic cause, (not inherited) it is clear that parents do not have it any liability .
- Anger
Anger is a natural result of the fault and poses, sometimes, that someone must be to blame. The blame is directed primarily against doctors for failing to find a cure against the educators for not getting your child to learn, against other parents because they do not appreciate the normality of their own children against her husband for not being able to relieve their pain, to her sick child to be Asperger's. Nobody can understand what is happening and anger hides the pain and sadness and makes them feel stronger. The sadness makes them more vulnerable to the wrath and anger.
- Loss:
All couples facing the creation of a perfect family and now has lost the ideal child who once believed to have been broken and many hopes and dreams created around them. This profound sense of loss is the foundation of all other emotions and each person puts in a way. Self-pity and love everyone be aware of what you are suffering, others expressed this sentiment in a more controlled remained silent, pensive and sad, at other times you feel such sadness that I thought it would be better that the child was born.
Hard as it may seem, these emotions are normal and a way of escaping reality. As time passes, these emotions are more "manageable" and recognize them without guilt allow parents to better accept the reality and be aware of your own reactions and behaviors to the problem.
All these emotions are more intense at diagnosis, but are often even when parents have the feeling have accepted the condition of Asperger's child. It is normal that these parents are subject to greater stress than other parents and will face constantly conflicting emotions. Perhaps most important is to recognize that this is normal and, like other parents have done before, enjoy a fulfilling life.
5) During the school
During this time of the child, the family lives in many ways special situations.
A major source of tension that is created is the search for special services such as school, therapist, doctor, etc, to be able to meet the needs of the child. A tension is compounded by the lack of services and doubt that you are providing your child the best possible care.
is necessary to change the schedule for the whole family to have time to attend the Asperger child, you need to establish a routine to meet the child's activities.
is normal to have feelings of being a different family can not be integrated into most of the activities of others. It is important to seek support from other families with the same problem. Assume that the child is really different can cause great stress in different family members and cause bouts of depression and even the removal of some. Keep in mind that the child demands more time and attention of parents and can not perform other activities, so there may be feelings of anger and envy in other family members.
The parent who takes care of the child may feel alone, overwhelmed, unable to relate to parents of "normal." Load sharing between parents and other family members helps to reduce feelings "crippling."
As the child grows and reaches adulthood, there are two main concerns on the one hand who will care for your child when parents are missing and need for financial means to ensure adequate care and attention. The brothers begin to have concerns about their care and the fear of being carriers of a genetic problem.
In general, the higher the degree of cohesion (degree of closeness between family members), adaptability (the degree of family stability and reaction to change) and communication (degree of honesty and openness), the family better will adapt to the situation. Beware that the degree of cohesion is not excessive and assume an overload of responsibilities in a family member.
usually large families are better adapted to the new situation. It would appear that in a family with two children where one is Asperger, it tends to deposit all expectations in the healthy child, who receives great pressure. However, it seems logical not necessarily mean right. Keep in mind that the attitudes and expectations of parents is a determining factor in how others perceive the disabled brother brothers.
Within the family system is necessary to emphasize the role of parents, who are the ones who should make the emotional stability of all members. It is normal for parents to go through different responses and sometimes become these feelings in a permanent mode of action and each parent can take different roles, which mainly include:
Disclaimer.
self-pitying.
Protector. It is a role frequently adopted in which the father Asperger overprotected child, hiding all the problems they may have.
Guilty. In this case the father directs all its efforts to "pay" that guilt. Collector
. Somehow "collects" your partner for having an Asperger child.
tend to be combinations of these roles, but any combination is a way of evading reality and can ease the pain, but prevents good communication and can cause resentment in other family members
6) For the brothers of Asperger person:
must be borne in mind that above all are people with the same problems and concerns of others, but with an extra burden inevitably entails distinctive characteristics. To begin a lifelong relationship in which there is a biological tie, share the same parents and are a source of security and mutual consolation. The relationship between the brothers is becoming increasingly important if we have in mind the following factors:
"The family is becoming smaller, so the contact is more intense.
"Increased life expectancy and the brothers provide a source of support especially in adulthood.
-ate is increasingly No No divorce and remarriage and the brothers must face this situation together.
"It is increasingly common for both parents work, so they need each other's company.
-The parents are subjected to greater stress and less available to children and these periods of emotional absence of parents affect the relationship of the brothers.
tend to be a series of recommendations for siblings of a person Asperger.
- Respect their individuality
Siblings should not be compared with other children, need to develop their own identity. This is an inherent need anyone, but in this case is intensified by the presence of Asperger brother and the family structure has been developed to meet the needs of it.
- Understanding
Because of the pressures and problems of living with Asperger brother, their lives are different and need to know that others understand your situation and are willing to listen and help where possible.
-
information you need to provide real information, clear, direct and answer all the doubts and questions raised about his brother, the family and themselves. Require different information as the years pass.
- Support
may occasionally need professional help or assistance "to groups of brothers", which can be very useful for complicity implies sharing the same problem.
- Training
Many times there is a desire to help parents in the care of her brother and need to be taught to work with him to make the relationship rewarding.
In conclusion, family life should:
Dealing with emotions. Denying an emotion does not help eliminate it. Take time
. Feelings need a process before they can act.
Gather enough information about Asperger syndrome, and available services will help them operate more safely.
Seek help from other parents and professionals.
Getting a clear and open communication among family members. Honest communication and family can be the two most important elements to cope with the disability of a relative.
Define expectations.
Respect and understanding of the personalities, reactions and needs of all members.
sense of humor.
should be avoided:
overprotection. Involvement
total. Rejection
. Shame
7) Information: For the person
Asperger (like everyone else) with normal intelligence, have a proper self-concept, realistic is very important to develop a positive self-esteem. You have to know and accept their own strengths and weaknesses in order to feel good about yourself. To do this, you need to know what Asperger syndrome, what are its consequences and how to live with them. Therefore, the person with Asperger syndrome are the first to have the right to receive accurate information, valid and useful information about your disability. Explain
Asperger syndrome is not easy, as even scientists and discuss the concept and we should not add more confusion to people who suffer, especially because people are confused Asperger very easily, because of their different mode perceive and understand even relatively simple concepts.
People with Asperger syndrome give a different meaning to what we perceive and think, many times in a radical way, in absolute terms, so we must be careful with the information we provide. It should also be careful not to underestimate or overestimate, or give them information they can not understand or assimilate. Like others who can talk and listen about their illness, people with Asperger syndrome have to cope with this information at both the cognitive and emotional. Counseling is a process that may require psychotherapy.
There is a natural tendency to believe that the person with Asperger syndrome have knowledge of their particularity and will have a more adaptive behavior, but it is not real, it is not the same be aware of being different and awareness of what actually happens and have ability to change.
The person with Asperger syndrome is going to be involved in new situations for which is not protected. Probably the people around you notice a strange behavior, people react and can present problems. If the person with Asperger syndrome is reported, may explain their behavior to others, you know what situations to avoid and be more predictable reactions of other people.
is difficult to pinpoint the age at which to explain its peculiarities, should be borne in mind that the person with Asperger syndrome faces many problems such as teasing, relationship problems, at school, difficulties in entering the workforce. The solutions to these problems require a concept of himself as accurate as possible. To begin to explain, it takes a developmental age of at least six years, since it is necessary to have certain skills and memory to remember things that happened in the past, understand abstract concepts and, above all, the ability to think and talk about a same.
Another difficult issue is who will explain to the child on the disorder being treated. The person who will do is ensure their continuity and their ability to answer the doubts and questions that arise. There are several reasons that militate against the parents or partners of people with Asperger syndrome:
Parents should not take the role of therapists and counselors of their children should be their parents.
is best that parents can keep a clear role in relation to your child that the child feels confused, as they tend to prefer the clear and unambiguous roles.
Besides the danger of confusion on the dual role of parents, there is a risk of loss of confidence.
As anyone who receives bad news, you need a "shoulder" where comfort and a person you trust for support. Parents are the best people to provide that shoulder and this is jeopardized if the parents are what give the bad news.
Obviously, in the process of informing the child or adolescent requires very close cooperation between parents and professionals, and parents must have an active participation in the decision to initiate the process and content.
We do understand that people are different and so unique in their interests, character, strengths and weaknesses, each person has their abilities, on a particular issue everyone thinks and acts in a particular way better or worse. A disability can not be cured, but can do many things to help the person to perform normal a life as possible, restricting the maximum limitations.
Asperger Federation Spain Tel: +34 639 36 30 00 fax: 954 161 277
a) Main difficulties that arise during adolescence
-emotional immaturity. 
-emotional reactions disproportionate and poorly suited to situations.
immature and low-interest commensurate with age. -emotional reactions disproportionate and poorly suited to situations. -Increased awareness of difference and loneliness.
-feelings of misunderstanding and loneliness.
-Vulnerability to psychological disorders like depression, anxiety and stress.
-Neglect of hygiene and personal care (although some develop obsessive rituals in relation to hygiene).
-Increase of obsessions and rituals of thought. Academic Difficulties
(slowness, difficulty adapting to changing schedules, teachers, classrooms, etc..; Awkwardly to develop curricula and sequencing tasks, motivation, difficulties in capturing the gist of a text and select relevant information.)
b) qualities and strengths in the adolescent stage
-Strong moral values: honesty, friendship, kindness, defense human rights and criticism of the injustices they see around them.
-Persistence in achieving its goals and objectives.
Great desire to excel. Personality
-simple, naive and "transparent."
"Absence of Malice and disingenuous.
" Better mastery of basic social rules.
c) Requirements in adolescence
-Education environment of respect, tolerance and understanding toward the person with AS.
-emphasize the boy's outstanding skills in SA through cooperative learning situations.
-motivated to participate in situations that reinforce their self-esteem, improve their image and facilitate integration group.
-methodological adaptations (extra time to finish the task, possible oral examinations, use of word processing, enhance the learning pathway, closed questions in the exams like multiple choice test, etc.).
-clear and very explicit guidelines as to how to make and present their work.
"Having the figure of a guardian or teacher, who can monitor your emotional state and give guidelines on academic, personal and emotional, helping you plan your studies, training in techniques that enable it to handle difficult situations school or college, motivate you to achieve goals using appropriate strategies and provide career guidance and professional.
-Inclusive in a physical education program aimed at health and fitness rather than competitive sports.
-analyze the behavior problems, as the reasons behind these problems may not be obvious or clear, before taking drastic measures such as penalties, which would not serve to change behavior.
-To prepare for college or the workforce, planning, anticipating and preparing for that change usually produces high levels of anxiety and fear.
-Encourage their participation in extracurricular activities related to its strengths.
-help to know and accept what it means Asperger syndrome.
-Help to recognize the good and bad about yourself.
-Provide self-management strategies. Returning
-positive and realistic image of himself. Teaching
-control techniques obsessive thoughts and repetitive questions.
-support to improve their social and conversational skills.
d) The main difficulties which may arise in adulthood
-social relationship difficulties, problems have friends or deepen relationships, unsuccessful in his attempts to befriend.
-social relationship difficulties, problems have friends or deepen relationships, unsuccessful in his attempts to befriend.
Difficulties to work in teams, to understand the mental world of others and their own inability to understand social cues that help to regulate their behavior.
-Problems to detect emotions and feelings of others and difficulty expressing your own.
-rituals or motor stereotypies that are triggered in specific situations beyond their control.
self-esteem and ambiguous that may be accompanied by feelings of superiroridad or excessively negative ideas focused on the ignorance of its capabilities.
-Inability to plan and organize their future based on realistic projects.
-anxiety and depression.
-Problems to make decisions.
-Difficulty of managing relationships.
-attentional difficulties may be reflected in the work environment.
-Problems in job interviews.
e) qualities and strengths in adulthood
"Despite their problems, are able to generate alternative strategies for handling in the social world.
-tend to be very noble and say at every moment what they think.
"When your work fits your interests and has little social demand tend to have career success. They claim
-economic and social independence.
-tend to be perfectionists when it comes to doing any work.
-are able to store large amounts of information, especially their interests.
-tend to be more efficient in technical (computer science, photography, mathematics, business, etc.)
"When goals are well defined tend to be persistent in achieving their goals.
f) Need for adults with Asperger Syndrome
-Therapies focused on improving self-esteem and foster a positive and realistic.
-assumed to have a peculiar way of perceiving and interpreting the world around them, but not why they are sick.
-explicit teaching of social relations in general.
-social and labor mediator to help you create strategies for cope with success (resolution of social conflicts and labor).
-Service Personnel and Guidance and Family Counseling to go when needed.
-Minimizing environmental distractions at the workplace.
-jobs with low social involvement.
-tasks well sequenced, with a clear beginning and end.
-limits for achieving their career goals, the highest structure.
g) Living with Asperger syndrome - Family -
LIVING WITH ASPERGER syndrome.Some Yes
1) Children younger
As Asperger syndrome is a complex developmental disability as and how those affected are often so different from each other, the opinions about behavioral strategies vary widely. Anyway, there are a few tips that should be evaluated on an individual level that can be put into practice both at home and at school.
order to teach children with Asperger syndrome, adults have to deal with a lot and be very affectionate, and these children are dependent on many aspects and yet need to learn to be as independent as possible. Much of the success we achieve in the future will depend on how adults relate to them.
need as adults, parents, teachers or assistants who deal with children with Asperger them great respect and affection, the general attitude affects the entire learning environment. Maybe the teacher finds it impossible to teach the child in a positive way, but the demonstrations reveal the child master his feelings. It is preferable that the teacher evali º and their feelings and try to change their attitude when necessary and if it does it may be important to find another professor to teach this student and that a negative attitude and lack of affection can do much damage a person in a very short time.
a simple, yet often overlooked when dealing with children Asperger is the need to give her what she needs. This requires that each child is known well enough to know when needs change.
These children often need a time and a place to feel alone and if the demand is constant, the level of frustration can be overwhelming, you may need rocking, fanning No music or listen to me, walking around the room, etc. When given the opportunity to perform these activities according to their age, they improve significantly. The teacher has to take into account the level of activity, the ability to pay attention, emotions, the level of interest and skills vary widely from student to another and any educational program has to accommodate all individual needs.
There are a number of general tips:
be as positive as possible: to praise frequently and honestly, look at the good things and not paying much attention to things that are of little importance. Many students are conditioned to react negatively to a "no", which often indicates that someone is angry or that something is wrong, but does not report how to fix the problem. These words must be use sparingly. In many cases it is convenient to tell you what to do and abstain from what not to do.
Teaching children to listen. Often the frequent repetition of a given instruction teaches people not to listen, so it should be avoided. It is better to support the statement spoken with a similar gesture or requiring the child to pay attention and then make sure you follow the instruction. When adults do not insist that whatever they are asked, once established it is now clearly understood, these children tend to assimilate it need not comply with instructions.
is necessary for giving the instructions knows perfectly what he wants. Be reasonable with what is required and the application must be consistent with the child's abilities.
should be given information appropriate. It is necessary to tell the child in advance what will happen next. If there are changes, we must inform you and allow to take part in the plans. Let them know what will happen and how they should behave. We use words, gestures and drawings to understand. Bulletin boards with the daily schedule, daily routines, etc.
Use a language as simple, clear and concise as possible. Asperger people often include only part of the words addressed to them. It is better to be concise because too many instructions and explanations create frustration and confusion. At school, it is usually better than the instructions are given on an individual basis to address them to the whole group. When a instruction takes several steps you can divide by getting the child is a step before giving the second. When one refrains from verbal support, often the Asperger child's independence grows. Much information could be through pictures in series.
As previously mentioned, whenever possible we must avoid negative statements, which only explains what is not acceptable and will not make suggestions needed to learn how to behave in a different and more appropriate.
have to be as neutral as possible to give instructions, because the tone of voice, facial expression or a word with multiple meanings can change direction a question, a statement or phrase. When giving instructions is necessary to explain what to do and avoid challenges. If instructions are given on a challenging, children tend to become defensive and try to avoid or do the opposite of what is requested.
questions should be avoided unless options that students have real choices. The clear sentences give students the information necessary to fulfill the request.
is important to identify feelings. Asperger Children tells a lot of work to recognize the feelings of others and express themselves.
possible, avoid criticism and help them have a positive image themselves.
Avoid blame, using consistent rules and neutral. The criticisms are for the benefit of adults, not children with Asperger syndrome because they have little meaning for them and will not be ningí No change in your behavior.
is best to avoid threats, often giving way to a negative reaction.
Signals must be given when necessary to help the person gain more independence and less dependent on others.
These signals may be physical suggestions, gestures, drawings, written words, environmental cues such as an object or a clock face, or verbal cues that are learned over time and gradually fade. The signs will serve very well to those who find it hard to apply the rules, skills or behaviors from one environment to another.
Asperger Sometimes children are more signs than they need, or you may need more than they receive. It is better to set a few signs that the child can learn it until you are ready to try it alone. The drawings and environmental cues are the methods that best promote independence. To avoid dependency, we must make plans to reduce the number of signals that require the presence of adults.
On many occasions, the most effective in teaching appropriate behavior are provided by models. Models can be adults or peers. Sometimes teachers will lecture students from other classes or environments to serve as models. Asperger Students who do not harmonize with others, they will be taught to observe and imitate what others do. Colleagues who are models have to learn techniques to keep the attention of the Asperger person to encourage her to react
The act of choosing is an important part of becoming independent. Children begin to choose very early, showing preferences for people, food and toys. Many people with severe disabilities, including many Asperger children have not had the opportunity to practice, step by step and systematically, the process of choosing. Often not allowed to refuse. Often the child does not understand clearly how to refuse to do something or agree to make something so that others understand.
should be taught to give a yes or no, many Asperger respond with a yes to everything and can result from lack of understanding that really can choose or to reflect the general desire to conform. You may also be possible to say or imply "not" have suffered negative consequences and the word "not" prefer not to use it. To teach appropriate ways to refuse, it is essential to reinforce a negative response and allow the negative responses. For a person to become independent and able to choose, we must allow denial. Teaching Asperger's have the right to choose and that sometimes the right to choose means the right to refuse, is a process that takes place over time. Once you understand the power of options and to give the person the opportunity to exercise choice and control many aspects of life, there is less reason for the denial.
To make an informed choice, the child must have experience Asperger with activity, the object or person to choose. Often the rejection results from a lack of knowledge and a preference to stay with the known. To become mature and independent, it should teach Asperger to pass a variety of age-appropriate activities. Only when they know from experience what an activity may choose to do it again, do something else, or choose to reject the activity. Make plans for an evening or weekend, be capable of spontaneous and able to change plans, is part of the process of picking and choosing.
Asperger People rarely like the unknown and often refuse to go to new places or make new things. When facing new activities, persons or things unknown, show problematic behavior. In these cases, a way to help them feel more comfortable is to develop plans desensitization to learn about the situation beforehand. Stunning methods are also very í º tiles when the child is afraid of a situation or are sensitized by previous negative experiences. Is to review again and again all the steps you can take in the new situation or knowledge of a new person, through pictures in series with a picture of a welcome boost at the end, so that is time not take it as strange or new.
Children with Asperger syndrome, from the beginning, you have to teach social interaction skills. It is necessary to place special emphasis on certain social skills and create specific goals and specific strategies to implement them. Do not let them know the skills necessary for social interaction is to forget the main part of the disabilities of Asperger people. Many of its efforts to integrate socially Their efforts are not appropriate to interpret the social cues of others often leads to confusion. Asperger child is not usually able to learn appropriate social interactions without special instructions. If you do not teach social skills necessary for interaction with others are raising the possibility
2) The teens
Young Asperger often have difficulty with the transition to puberty. Approximately 20% have seizures for the first time during puberty may be due to hormonal changes. In addition, many behavioral problems may become more frequent and more severe during this period. However, other children go through puberty with minimal difficulty.
With regard to family relationships at this stage parents are true professionals in Asperger syndrome but must also take into account are older and less energy. The behavior and the treatment begins to focus in a different way and to others:
more are marked differences in their Asperger child with others of the same age, your child can remain indifferent to social events, the necessary studies to develop a profession or the struggle for independence while the other kids walk to the adult stage of life seeking his own place in society.
must deal with the sexual aspects of this period and resolverlos.Se tend to think that with all the work involved in the care and education of youth, sex education is an unnecessary worry, nothing more far from reality. The parents are the primary sexuality educators of their children. From birth, parents are role models and teach their children messages about love, affection, touch, relationships. How to embrace and support their children is teaching them how we feel about them. Some say that the loving touch of the early stages of life and the standard mark for sound privacy as an adult.
Begin to plan the future financial security, job opportunities and everything necessary for the child to live properly with missing parents.
Parents should redefine their role as parents of a dependent child, but no longer a child.
3) Foreign partner
Sexuality is a part of the life of a person and Asperger's syndrome is no exception. Sexuality and sexual expression of people with Asperger Syndrome creates mixed reactions. These people have feelings, needs and sexual identity, and of course, sexuality must always be in the overall context of human relationships. Sexuality includes gender identity, friendship, self-image, body awareness, emotional development and social behavior, as well as the physical expression of love, affection and desires.
The failure will not prevent rights basic person to love and be loved, to discover new friendships and emotional relationships, the pursuit of happiness and whenever possible, train your family.
should consider a requirement that the person with Asperger syndrome know about sex, which has received the requisite support to protect against sexual abuse, exploitation, unwanted pregnancy and preventing sexually transmitted diseases.
For most of us, learning about sexuality occurred in many different ways. Our parents were probably the first educators of sexuality, because they are usually the first and most frequent teachers and models. Then, our colleagues, the media, religious education and life experiences have been influencing our sexual learning. In the context of sexuality education, being able to communicate feelings is an important interpersonal skill. Being able to identify and respond to the emotions of a friend or one's partner promotes communication and intimacy. For most complex nosotrosresulta recognize and respond to emotions and is especially pronounced in people with this disability, where there are difficulties to express their emotions or may express them inappropriately, or may misinterpret the feelings of others.
Sexuality is a part of the life of a person and Asperger's syndrome is no exception. Sexuality and sexual expression of people with Asperger syndrome or Asperger syndrome creates mixed reactions. These people have feelings, needs and sexual identity, and of course, sexuality must always be in the overall context of human relationships. Sexuality includes gender identity, friendship, self-image, body awareness, emotional development and social behavior as well as the physical expression of love, affection and desires.
Failure will not stop the basic rights of the person to love and be loved, develop friendships and emotional relationships, choose friends, the pursuit of happiness and whenever possible, train your family.
should consider a requirement that the person with Asperger syndrome know about sex, which has received the requisite support to protect against sexual abuse, exploitation, unwanted pregnancy and preventing sexually transmitted diseases.
4) Family environment
is very difficult to consider Asperger syndrome as a disease that affects a person and in practice must be considered as a disability, which are involved all family members. Each family and each member within this family, is affected differently, experiencing feelings as diverse as pain, grief, frustration, satisfaction in being able to help, rejection, denial, anger, etc. Not only the feelings vary from one member to another family and different families, but also changes over time.
The experience of having Asperger child can be devastating for parents but also for the other siblings and the family that causes great stress and problems. Many times parents may feel too bad about the feelings they have for Asperger child, conflicting feelings of sadness, anger, deep love, discomfort, injustice, grief, excess liability, etc. Should be aware that these feelings are normal, other parents of Asperger children have gone through the same, they have managed to overcome and with his experience can help other parents to do so. Think that many parents feel almost a "blessing from God" have Asperger child, since they are much more sensitive, much more value the progress of their children because they are aware that costs them much more to reach progress.
Each family is faced with the disease differently, but always seem to be some elements common in different stages:
The Diagnosis:
In most cases, when parents receive the news that his son is Asperger have come to consult several professionals to confirm. The news is devastating, especially to parents who have long been of concern, disappointment and having the feeling that something is wrong.
In this time of diagnosis, the reactions that can occur are very different:
- Disclaimer:
is a distinctive feature, in which the family in general and parents in particular, denied the existence. Doctors do not usually face problems in explaining the physiological disorder and the child's physical appearance is totally normal, so the denial (it can be very important or nothing) is a very common reaction. In addition, the characteristics of Asperger syndrome foster denial of the condition and consider what will happen over time without taking any steps or measures are taken are done anyway, and sporadically. What is particularly serious in taking this attitude of denial is to be postponed a series of measures that are vital to child development and their integration into society.
- Impotence:
Another very normal reaction is that parents feel defeated and unable to address the problem even before the real problems. Asperger Having a child can be a huge blow to the esteem and confidence for several reasons:
The parent has to face a strange and inexplicable behavior, unpredictable reactions and meet some needs for which no parent is prepared a priori, since There are no set rules or established models or previous experiences that can help.
The need specialized assistance for the care and attention your child can make them feel useless.
The lack of information on Asperger syndrome and fear of the unknown.
All this can make parents suffer a real depression and the feeling of having to "throw in the towel."
- Guilt:
Virtually all women during pregnancy, have at some point the fear that her baby is not normal or completely healthy. When a child is diagnosed, the fear has become reality and the guilt starts that something went wrong during pregnancy and the pill is taken, the table of exercise, cigarette smoking could not stop the possibility of a hereditary component or any other reason may be sufficient to explain why the child is sick and who is to blame. This feeling can be increased to the great promotion of psychoanalytic theory of the disease, which he attributed to poor parental relationship, a parent uncommunicative, distant and unable to provide the care needed. Today it is clear that the conduct of either parent could have caused the Asperger syndrome in children and aí º n in the course of finding a genetic cause, (not inherited) it is clear that parents do not have it any liability .
- Anger
Anger is a natural result of the fault and poses, sometimes, that someone must be to blame. The blame is directed primarily against doctors for failing to find a cure against the educators for not getting your child to learn, against other parents because they do not appreciate the normality of their own children against her husband for not being able to relieve their pain, to her sick child to be Asperger's. Nobody can understand what is happening and anger hides the pain and sadness and makes them feel stronger. The sadness makes them more vulnerable to the wrath and anger.
- Loss:
All couples facing the creation of a perfect family and now has lost the ideal child who once believed to have been broken and many hopes and dreams created around them. This profound sense of loss is the foundation of all other emotions and each person puts in a way. Self-pity and love everyone be aware of what you are suffering, others expressed this sentiment in a more controlled remained silent, pensive and sad, at other times you feel such sadness that I thought it would be better that the child was born.
Hard as it may seem, these emotions are normal and a way of escaping reality. As time passes, these emotions are more "manageable" and recognize them without guilt allow parents to better accept the reality and be aware of your own reactions and behaviors to the problem.
All these emotions are more intense at diagnosis, but are often even when parents have the feeling have accepted the condition of Asperger's child. It is normal that these parents are subject to greater stress than other parents and will face constantly conflicting emotions. Perhaps most important is to recognize that this is normal and, like other parents have done before, enjoy a fulfilling life.
5) During the school
During this time of the child, the family lives in many ways special situations.
A major source of tension that is created is the search for special services such as school, therapist, doctor, etc, to be able to meet the needs of the child. A tension is compounded by the lack of services and doubt that you are providing your child the best possible care.
is necessary to change the schedule for the whole family to have time to attend the Asperger child, you need to establish a routine to meet the child's activities.
is normal to have feelings of being a different family can not be integrated into most of the activities of others. It is important to seek support from other families with the same problem. Assume that the child is really different can cause great stress in different family members and cause bouts of depression and even the removal of some. Keep in mind that the child demands more time and attention of parents and can not perform other activities, so there may be feelings of anger and envy in other family members.
The parent who takes care of the child may feel alone, overwhelmed, unable to relate to parents of "normal." Load sharing between parents and other family members helps to reduce feelings "crippling."
As the child grows and reaches adulthood, there are two main concerns on the one hand who will care for your child when parents are missing and need for financial means to ensure adequate care and attention. The brothers begin to have concerns about their care and the fear of being carriers of a genetic problem.
In general, the higher the degree of cohesion (degree of closeness between family members), adaptability (the degree of family stability and reaction to change) and communication (degree of honesty and openness), the family better will adapt to the situation. Beware that the degree of cohesion is not excessive and assume an overload of responsibilities in a family member.
usually large families are better adapted to the new situation. It would appear that in a family with two children where one is Asperger, it tends to deposit all expectations in the healthy child, who receives great pressure. However, it seems logical not necessarily mean right. Keep in mind that the attitudes and expectations of parents is a determining factor in how others perceive the disabled brother brothers.
Within the family system is necessary to emphasize the role of parents, who are the ones who should make the emotional stability of all members. It is normal for parents to go through different responses and sometimes become these feelings in a permanent mode of action and each parent can take different roles, which mainly include:
Disclaimer.
self-pitying.
Protector. It is a role frequently adopted in which the father Asperger overprotected child, hiding all the problems they may have.
Guilty. In this case the father directs all its efforts to "pay" that guilt. Collector
. Somehow "collects" your partner for having an Asperger child.
tend to be combinations of these roles, but any combination is a way of evading reality and can ease the pain, but prevents good communication and can cause resentment in other family members
6) For the brothers of Asperger person:
must be borne in mind that above all are people with the same problems and concerns of others, but with an extra burden inevitably entails distinctive characteristics. To begin a lifelong relationship in which there is a biological tie, share the same parents and are a source of security and mutual consolation. The relationship between the brothers is becoming increasingly important if we have in mind the following factors:
"The family is becoming smaller, so the contact is more intense.
"Increased life expectancy and the brothers provide a source of support especially in adulthood.
-ate is increasingly No No divorce and remarriage and the brothers must face this situation together.
"It is increasingly common for both parents work, so they need each other's company.
-The parents are subjected to greater stress and less available to children and these periods of emotional absence of parents affect the relationship of the brothers.
tend to be a series of recommendations for siblings of a person Asperger.
- Respect their individuality
Siblings should not be compared with other children, need to develop their own identity. This is an inherent need anyone, but in this case is intensified by the presence of Asperger brother and the family structure has been developed to meet the needs of it.
- Understanding
Because of the pressures and problems of living with Asperger brother, their lives are different and need to know that others understand your situation and are willing to listen and help where possible.
-
information you need to provide real information, clear, direct and answer all the doubts and questions raised about his brother, the family and themselves. Require different information as the years pass.
- Support
may occasionally need professional help or assistance "to groups of brothers", which can be very useful for complicity implies sharing the same problem.
- Training
Many times there is a desire to help parents in the care of her brother and need to be taught to work with him to make the relationship rewarding.
In conclusion, family life should:
Dealing with emotions. Denying an emotion does not help eliminate it. Take time
. Feelings need a process before they can act.
Gather enough information about Asperger syndrome, and available services will help them operate more safely.
Seek help from other parents and professionals.
Getting a clear and open communication among family members. Honest communication and family can be the two most important elements to cope with the disability of a relative.
Define expectations.
Respect and understanding of the personalities, reactions and needs of all members.
sense of humor.
should be avoided:
overprotection. Involvement
total. Rejection
. Shame
7) Information: For the person
Asperger (like everyone else) with normal intelligence, have a proper self-concept, realistic is very important to develop a positive self-esteem. You have to know and accept their own strengths and weaknesses in order to feel good about yourself. To do this, you need to know what Asperger syndrome, what are its consequences and how to live with them. Therefore, the person with Asperger syndrome are the first to have the right to receive accurate information, valid and useful information about your disability. Explain
Asperger syndrome is not easy, as even scientists and discuss the concept and we should not add more confusion to people who suffer, especially because people are confused Asperger very easily, because of their different mode perceive and understand even relatively simple concepts.
People with Asperger syndrome give a different meaning to what we perceive and think, many times in a radical way, in absolute terms, so we must be careful with the information we provide. It should also be careful not to underestimate or overestimate, or give them information they can not understand or assimilate. Like others who can talk and listen about their illness, people with Asperger syndrome have to cope with this information at both the cognitive and emotional. Counseling is a process that may require psychotherapy.
There is a natural tendency to believe that the person with Asperger syndrome have knowledge of their particularity and will have a more adaptive behavior, but it is not real, it is not the same be aware of being different and awareness of what actually happens and have ability to change.
The person with Asperger syndrome is going to be involved in new situations for which is not protected. Probably the people around you notice a strange behavior, people react and can present problems. If the person with Asperger syndrome is reported, may explain their behavior to others, you know what situations to avoid and be more predictable reactions of other people.
is difficult to pinpoint the age at which to explain its peculiarities, should be borne in mind that the person with Asperger syndrome faces many problems such as teasing, relationship problems, at school, difficulties in entering the workforce. The solutions to these problems require a concept of himself as accurate as possible. To begin to explain, it takes a developmental age of at least six years, since it is necessary to have certain skills and memory to remember things that happened in the past, understand abstract concepts and, above all, the ability to think and talk about a same.
Another difficult issue is who will explain to the child on the disorder being treated. The person who will do is ensure their continuity and their ability to answer the doubts and questions that arise. There are several reasons that militate against the parents or partners of people with Asperger syndrome:
Parents should not take the role of therapists and counselors of their children should be their parents.
is best that parents can keep a clear role in relation to your child that the child feels confused, as they tend to prefer the clear and unambiguous roles.
Besides the danger of confusion on the dual role of parents, there is a risk of loss of confidence.
As anyone who receives bad news, you need a "shoulder" where comfort and a person you trust for support. Parents are the best people to provide that shoulder and this is jeopardized if the parents are what give the bad news.
Obviously, in the process of informing the child or adolescent requires very close cooperation between parents and professionals, and parents must have an active participation in the decision to initiate the process and content.
We do understand that people are different and so unique in their interests, character, strengths and weaknesses, each person has their abilities, on a particular issue everyone thinks and acts in a particular way better or worse. A disability can not be cured, but can do many things to help the person to perform normal a life as possible, restricting the maximum limitations.
Asperger Federation Spain Tel: +34 639 36 30 00 fax: 954 161 277
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The Asperger syndrome in women
Asperger syndrome in women: A different set of challenges?
A young woman who participated for several years in a social group for adults with high functioning autism and Asperger syndrome in our center sponsored TEACHH in Asheville, said recently: "There are many women who have Asperger's or autism.
Author Catherine Faherty article in English at:
http://www.autismtoday.com/articles/Aspergers_in_Women.htm
Translation by: Ana G. Carbajal
A young woman who participated for several years in a social group for adults with high functioning autism and Asperger syndrome in our center sponsored TEACHH in Asheville, said recently: "There are many women who have Asperger's or autism. Most are men, and even move with them, there are some aspects that they will never understand. I would like more specific information for women with autism. " Your comment gave rise to the beginning of the first group of women in TEACHH Center of Asheville. In talking to this girl, who is twenty years, I came to mind my own entry into adulthood. I remember the great camaraderie and support of the "emerging consciousness-raising groups of women" that abounded on campus and dining in the 60 and 70. As we struggled and were demanding gender equality in society, found there were significant differences
had to be taken into account. Together we explore and define what was "being a woman" in the company of other young women seeking their own identity. Being a member of a group of women "emerging awareness" was enlightening, exciting, exciting, relevant .. and not at all boring.
According to Tony Attwood and other professionals in the field, women with high-functioning autism syndrome and Asperger's can be a segment of population misdiagnosed (or undiagnosed). If so, we must be attributed to gender differences in some of the reasons this happens.
Are these behaviors in girls with Asperger's, but not in boys, who have not yet been identified as part of the profile ... or there is some gender-related behavior that might lead us to exclude the diagnosis? What about the "fiction and simulation game" that has been observed in many girls at our center, which apparently seems to be quite creative and imaginative?. It seems that there are many girls (in the spectrum) who fantasize princes realms of fantasy Unicorns and animals. How many accounts diagnosticadotes have these interests and skills such as imagination, and exclude the diagnosis based on these behaviors? Could it be this interest in imaginary kingdoms and talking animals more common among girls than among boys, although there are other symptoms with autism or Asperger?.
And what's a typical answer to the confusion or frustration, such as kicking or other off-key expressions of frustration, "Do you see more of this kind of behavior in children with autism than girls? Is it confusion or frustration simply easier to identify in boys than girls because we seek?. Among people in general, is commonly accepted that the kids are acting "out of tune" more often than girls (it is common to hear teachers complain that too many kids in your class and its impact on personality class). Is it easier to identify children with autism because these behaviors are more obvious, that girls may experience withdrawal, passive signs of aggression?.
professionals whose task is to diagnose individuals with autism or Asperger's need to learn more about the wide range of qualities and personality differences specific to girls and women spectrum.
What about the way to understand themselves of these girls and women?. Indeed, some women with Asperger's with whom I worked spoke of the unique discoveries that they experienced to be a "minority" in this particular group of society.
I believe that to achieve self-understanding, each person with (or without) autism needs to see your own reflection in the world. I call it "see the place of one." For people with autism or Asperger syndrome, who are already making discoveries in this field, it is essential to find, read, speak and learn from other people with autism. What happens as a result of this meeting, is that they are able to see their "reflection" and better understand their own unique style of thinking and being. Women with autism, but benefit greatly from meeting other people with autism often feel they could be the only women (or one of very few women) of the group.
When asked women we saw in our center if they would be interested in participating in a women's group had hoped the group would cover a gap in our services. Also hoped to learn more about what it means to be an autistic woman. The more I met with these women, the more I realized the long road that we had to go to understand the findings women who experienced only with autism or Asperger Syndrome.
One woman explained that, from their point of view, there was a subtle interplay between two aspects: issues related to autism spectrum problems are combined with expectations towards women: what looks like, how they dress, how they are supposed that social relations, natural empathy that is supposed to have with other women, expectations about commitment and marriage .. ". Women are affected by autism in the same way that they are their male counterparts, yet have a double challenge the prejudices that society imposes added females.
At risk of sounding stereotypical, any man who thinks rationally and not emotionally in relation to others, is often seen as having a "typical male behavior." A woman who has the same personality traits can be described as strange, amazing, laugh, or depending on the situation, even malicious. Autism, with its particular personality BOUT effects, causes one seems more rational and less emotionally communicative and empathetic toward others. Women with autism suggest that these expectations can actually be even greater weight on them just because they are women.
At its first meeting group members sought specific topics of discussion were issues in everyday life or those who had habitually. These issues included aspects that were relevant to women, as important as personal safety, commitment and sex, whether they are taking advantage of you when, for example, you have to take your car to a repair. Other aspects that were played were thought to possibly more significant for women with autism, but common to all, as being pressured to worry about marriage, for "behaving like a lady" and aspects of one's appearance as having to pretend a certain style.
However, there are issues that all agree that were the direct result of being a woman with autism, such as common expectations and social behavior. Topping the list were the expectations of being sensitive to others and show empathy.
Women with autism said they felt that they expected more from those of their male counterparts simply because of their gender. Group members thought that these expectations to be sensitive and empathetic, typically attributed to women, were rare and hard to find. The discussion focused on how these behaviors require skills like the ability to read and respond appropriately to body language, along with the inherent desire to "take care of others emotionally." It was interesting that, after discussing these issues, the first issue to be asked to try was learning to read body language and how someone is trying to take advantage of you.
The issue that generated the most emotional response of the group was the personal experience of being "treated like a child." Parents, generally, were more protective of their daughters than with their children. The children with autism reported feeling overprotected as adults. In some cases, this is necessary, but without understanding the perspective of parents, adult child can feel treated like a baby. Some women spoke of resentment they felt about people who for years had tried to teach them ways of acting "socially appropriate." "Enough!" was the common response.
The desire to be respected as an individual and as a woman, was expressed clearly and forcefully. Although this desire is probably equally desired by adult males with autism and Asperger syndrome, women expressed their wishes clearly, with deep emotion and passion, to talk to other women.
Catherine Faherty Personal note: I want to thank the members of this group gave me permission to disseminate this information. This reveals to those who live and work with autistic women a new perspective on how we think and act on their disability. I applaud and encourage other women with autism and those who care to join women's groups to support, encourage and, in the words of one member of the group, "understand, thanks to partners like
Asperger syndrome in women: A different set of challenges?
A young woman who participated for several years in a social group for adults with high functioning autism and Asperger syndrome in our center sponsored TEACHH in Asheville, said recently: "There are many women who have Asperger's or autism.
Author Catherine Faherty http://www.autismtoday.com/articles/Aspergers_in_Women.htm
Translation by: Ana G. Carbajal
A young woman who participated for several years in a social group for adults with high functioning autism and Asperger syndrome in our center sponsored TEACHH in Asheville, said recently: "There are many women who have Asperger's or autism. Most are men, and even move with them, there are some aspects that they will never understand. I would like more specific information for women with autism. " Your comment gave rise to the beginning of the first group of women in TEACHH Center of Asheville. In talking to this girl, who is twenty years, I came to mind my own entry into adulthood. I remember the great camaraderie and support of the "emerging consciousness-raising groups of women" that abounded on campus and dining in the 60 and 70. As we struggled and were demanding gender equality in society, found there were significant differences
had to be taken into account. Together we explore and define what was "being a woman" in the company of other young women seeking their own identity. Being a member of a group of women "emerging awareness" was enlightening, exciting, exciting, relevant .. and not at all boring.
According to Tony Attwood and other professionals in the field, women with high-functioning autism syndrome and Asperger's can be a segment of population misdiagnosed (or undiagnosed). If so, we must be attributed to gender differences in some of the reasons this happens.
Are these behaviors in girls with Asperger's, but not in boys, who have not yet been identified as part of the profile ... or there is some gender-related behavior that might lead us to exclude the diagnosis? What about the "fiction and simulation game" that has been observed in many girls at our center, which apparently seems to be quite creative and imaginative?. It seems that there are many girls (in the spectrum) who fantasize princes realms of fantasy Unicorns and animals. How many accounts diagnosticadotes have these interests and skills such as imagination, and exclude the diagnosis based on these behaviors? Could it be this interest in imaginary kingdoms and talking animals more common among girls than among boys, although there are other symptoms with autism or Asperger?.
And what's a typical answer to the confusion or frustration, such as kicking or other off-key expressions of frustration, "Do you see more of this kind of behavior in children with autism than girls? Is it confusion or frustration simply easier to identify in boys than girls because we seek?. Among people in general, is commonly accepted that the kids are acting "out of tune" more often than girls (it is common to hear teachers complain that too many kids in your class and its impact on personality class). Is it easier to identify children with autism because these behaviors are more obvious, that girls may experience withdrawal, passive signs of aggression?.
professionals whose task is to diagnose individuals with autism or Asperger's need to learn more about the wide range of qualities and personality differences specific to girls and women spectrum.
What about the way to understand themselves of these girls and women?. Indeed, some women with Asperger's with whom I worked spoke of the unique discoveries that they experienced to be a "minority" in this particular group of society.
I believe that to achieve self-understanding, each person with (or without) autism needs to see your own reflection in the world. I call it "see the place of one." For people with autism or Asperger syndrome, who are already making discoveries in this field, it is essential to find, read, speak and learn from other people with autism. What happens as a result of this meeting, is that they are able to see their "reflection" and better understand their own unique style of thinking and being. Women with autism, but benefit greatly from meeting other people with autism often feel they could be the only women (or one of very few women) of the group.
When asked women we saw in our center if they would be interested in participating in a women's group had hoped the group would cover a gap in our services. Also hoped to learn more about what it means to be an autistic woman. The more I met with these women, the more I realized the long road that we had to go to understand the findings women who experienced only with autism or Asperger Syndrome.
One woman explained that, from their point of view, there was a subtle interplay between two aspects: issues related to autism spectrum problems are combined with expectations towards women: what looks like, how they dress, how they are supposed that social relations, natural empathy that is supposed to have with other women, expectations about commitment and marriage .. ". Women are affected by autism in the same way that they are their male counterparts, yet have a double challenge the prejudices that society imposes added females.
At risk of sounding stereotypical, any man who thinks rationally and not emotionally in relation to others, is often seen as having a "typical male behavior." A woman who has the same personality traits can be described as strange, amazing, laugh, or depending on the situation, even malicious. Autism, with its particular personality BOUT effects, causes one seems more rational and less emotionally communicative and empathetic toward others. Women with autism suggest that these expectations can actually be even greater weight on them just because they are women.
At its first meeting group members sought specific topics of discussion were issues in everyday life or those who had habitually. These issues included aspects that were relevant to women, as important as personal safety, commitment and sex, whether they are taking advantage of you when, for example, you have to take your car to a repair. Other aspects that were played were thought to possibly more significant for women with autism, but common to all, as being pressured to worry about marriage, for "behaving like a lady" and aspects of one's appearance as having to pretend a certain style.
However, there are issues that all agree that were the direct result of being a woman with autism, such as common expectations and social behavior. Topping the list were the expectations of being sensitive to others and show empathy.
Women with autism said they felt that they expected more from those of their male counterparts simply because of their gender. Group members thought that these expectations to be sensitive and empathetic, typically attributed to women, were rare and hard to find. The discussion focused on how these behaviors require skills like the ability to read and respond appropriately to body language, along with the inherent desire to "take care of others emotionally." It was interesting that, after discussing these issues, the first issue to be asked to try was learning to read body language and how someone is trying to take advantage of you.
The issue that generated the most emotional response of the group was the personal experience of being "treated like a child." Parents, generally, were more protective of their daughters than with their children. The children with autism reported feeling overprotected as adults. In some cases, this is necessary, but without understanding the perspective of parents, adult child can feel treated like a baby. Some women spoke of resentment they felt about people who for years had tried to teach them ways of acting "socially appropriate." "Enough!" was the common response.
The desire to be respected as an individual and as a woman, was expressed clearly and forcefully. Although this desire is probably equally desired by adult males with autism and Asperger syndrome, women expressed their wishes clearly, with deep emotion and passion, to talk to other women.
Catherine Faherty Personal note: I want to thank the members of this group gave me permission to disseminate this information. This reveals to those who live and work with autistic women a new perspective on how we think and act on their disability. I applaud and encourage other women with autism and those who care to join women's groups to support, encourage and, in the words of one member of the group, "understand, thanks to partners like
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