Adolescents and Autism Coventrys menu for service delivery

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Adolescents and AutismCoventrys menu for
service delivery

• Heather Moran
• Consultant Child Clinical Psychologist

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The argument against .

• Chronic nature of ASD
• No specific treatment paths identified as yet
• Political opposition to mental health label by
  some people with ASD
• Impact on service time for children with more
  treatableproblems

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The argument for.

• High rates of co-morbidity with other
  developmental conditions complex cases common
• High rates of anxiety, depression and suicide in
  people with Asperger Syndrome
• High rates of stress in families with a child
  with Autistic Spectrum Disorder
• Social exclusion risk for child and family

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Issues for professional workers

• Untidy - poor fit with usual intervention
  patterns and slow progress
• Vulnerability at key transition points
• Repeated interventions are likely
• Uneven developmental profiles
• Multi-professional access often necessary

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Developmental Issues in Adolescence

• Sleep and activity patterns
• Delayed social play skills
• Obsessive interests
• Sexuality
• Identity issues living with a disability
• Disability issues for parents

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Philosophy of Coventry service

• Reduce guilt and anxiety in family
• Reduce depression and social isolation in child
• Increase child and familys ability to receive
  support

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Coventry service practice

• Maximum cover across caseload automatic
  invitations
• Prevention at key points (transition and
  adolescence)
• Access to services at time of problem
• Selection of individual staff to match problem
  and family

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Skills required

• Genuine interest in ASD
• Friendliness and acceptance
• Creativity and persistence
• Ability to challenge (with varying degrees of
  directness)
• Counselling skills especially person-centred,
  PCP, CBT

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EPS
LABS
CASS
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Automatic services

• Post-diagnosis appointment - information
  emotional support
• Living with Autism Spectrum Disorder - six-week
  parents course
• Groups for child
• Transition group
• Siblings group

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Group Work Why do it?

• Social exclusion is common
• Social settings provide the most
  challenge
• Provides natural opportunities for teaching
• Less intense interaction with therapist

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CAMHS Groups

• Social clubs Y5 group and Y6 to Y8
• Teenage group Y9 to Y10
• Link with Vibes (MIND) group Y 11 age 25

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Coventry model of group work practice with
children

• Fortnightly after school in term-time
• Refreshments
• News round - news, problems, issues
• Games - rule changes, teams

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Childrens views

• get to see staff (2)
• eat biscuits (2)
• play games (3)
• meet people
• news round - listen to what others have done,
  talk about your news,
• food and drinks
• get chips after

• don't have to do any school work
• no teachers
• understand about Autistic Spectrum Disorder
• get to learn about people - what they like and
  don't like
• make new friends
• would miss it

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Group work principles

• Talk straight!
• Keep firm boundaries
• Resist embarrassment
• Use opportunities for teaching
  at the time they occur
• Persist and repeat often
• Use gentle humour

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Access for young people with a social disability