DSM-5 AUTISM DIAGNOSTIC CRITERIA---REWRITTEN BY A REAL LIVE AUTISTIC PERSON

Dear Persons,

Here, as promised, is my rewriting of the most commonly used publicly available DSM-5 diagnostic criteria for autism. 

It’s still clinical and doesn’t reflect what I personally would say about my neurology, never mind the brains and minds of the many, many Autistic people I’ve come to know. I myself would write a very different definition (we actually discuss this in our recent podcast).

And please note that I have issues with diagnosis, considering that autism is more properly an identity and way of human being than a “condition.” 

I’ve spoken frankly about “medical” diagnosis and the diseaseification/pathologization of autism in many of my talks, especially in this keynote about developing better neurodiversity paradigms. And I’ve written about it at length here on my blog and here [click on “Free Resources and Downloads”] in the FREE online fourth section of our most recent #ActuallyAutisticBook, under “Working for systemic evolution, No. 1: Shift professional paradigms.”

But I know that a diagnosis is still needed in many educational, therapeutic, medical, and other gatekeeping contexts. 

And it can give people really helpful tools and resources. 

So I thought perhaps this primary aspect of most diagnostic processes could benefit from improvement! 

It took a long time to update just this small amount of text because I had to do it in small doses. Kind of made me sick every time I would start. Traumatic. 

Please don’t force yourself to read it if it feels potentially painful! 

...Unless you are a professional, in which case, onward—please. 

I usually write first and foremost for my Autistic brethren, but this one is especially directed toward professionals. 

To be clear, this is a work in progress, a draft evolution of an inherently discriminatory and harmful system.

 

To that end, I have tried to eradicate words and phrases from the original text that were triggering, condescending, and discriminatory.

 

To offer just one relatively benign example, I might change the word “excessive”—which implies that the Autistic person is doing “too much” of something—to “intensive,“ which has the connotation that there’s a goodly amount of said activity, but doesn’t carry a negative  judgement or labeling aspect. 

I have included the general format and most of the original text, with updated language and descriptions of the differences we Autistic people share, as compared to neurotypical people, while attempting to erase the implicit and explicit negative connotations incorporated in the original text. 

The word “spectrum”—which I myself incorporated into my blog title more than a decade ago—is increasingly seen as an imperfect representation of our diversity, but I am not sure “wheel” (a more nuanced vision of neurodivergent variations) works in this setting, so I have simply removed the former.

 

I do want to say that even this updated criteria list can still be disturbing and upsetting. 

It’s really hard to be different in a world that does not always welcome, never mind celebrate, neurodivergence. 

That’s one of the reasons I set myself this task: to shift one element of this challenging world—these brutal diagnostic criteria—into something more useful, truer, more affirming.

Idea: Could these standards be subbed in for what clinicians use now in order to more realistically and fairly diagnose this common and equally valid neurological way of human being? 

Let me know what you think!!!

Autism DSM-5 diagnostic criteria: 

A. Persistent differences as compared to neurotypical social communication and social interaction across multiple contexts, as manifested by all of the following, currently or by history (examples are illustrative, not exhaustive; see text):

• Differences in social-emotional reciprocity, ranging, for example, from unusual social approach and disinterest in typical back-and-forth conversation; to reduced or increased sharing of interests, emotions, or affect; to a lesser tendency to initiate or respond to social interactions.

• Differences in nonverbal communicative behaviors used for social interaction, ranging, for example, from less integrated verbal and nonverbal communication; to variations in eye contact and body language or alterations in understanding and use of gestures; to a lower propensity for facial expressions and nonverbal communication.

• Differences in developing, maintaining, and navigating relationships, ranging, for example, from challenges with adjusting behavior to suit various neurotypical social contexts; to difficulties in sharing standard neurotypical imaginative play or in making friends via standard neurotypical means; to a lower or higher level of interest in peers.

Specify current impact: Impact is based on social communication challenges and focused and/or repetitive patterns of behavior.

B. Focused patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):

• Specific and/or repeated motor movements, use of objects, or speech (e.g., simple motor or vocal repetitions, lining up toys or flipping objects, idiosyncratic phrases).

• Insistence on sameness, adherence to routines, or ritualized patterns of verbal/nonverbal behavior (e.g., distress around changes, difficulties with transitions, entrenched thinking patterns, greeting rituals, need to take the same route or eat the same food every day).

• Highly focused interests that are extraordinary in intensity or specificity (e.g., strong attachment to or preoccupation with particular subjects or objects, very circumscribed or concentrated interest).

• Higher or lower reactivity to sensory input compared to neurotypical standards or strong interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, intensive smelling or touching of objects, visual fascination with lights or movement).

Specify current impact: Impact is based on social communication challenges and focused and/or repetitive patterns of behavior.

C. The above neurodivergence must be present in the early developmental period (but may not become fully manifest until neurotypical social demands increasingly misalign with neurodivergent capacities or may be masked by learned strategies in later life).

D. The above aspects of neurodivergence create significant impacts in social, occupational, or other important areas of current context.

E. These differences are not better explained by intellectual disability or global developmental delay. Intellectual disability and autism can co-occur; to make simultaneous diagnoses of autism and intellectual disability, social communication should vary from that expected for neurotypical developmental level.

Dear reader, thank you for taking this hard journey with me to reimagine these criteria, shifting from diagnosing a “problem” to describing a neurotype. 

Please be well and take care of yourself. Know that you are worthy. You matter. 

Little by little, we are together helping this world become more welcoming for all of us. 

Thanks and love,

Full Spectrum Mama

99 Problems

Dear Persons,

I can’t be the only person who sometimes feels the world is a minefield for anyone who is not a white, middle class or above, straight, neurotypical, cisgender, male, typically abled person with a resolved and “good” citizenship status.

Or maybe I am just an oversensitive rabble rouser. 

In any case, when I got this "special" handout after a medical appointment for my son:

...I felt aaaaaaalllllll the feelings. 

It’s hard to even respond effectively or “unemotionally” to these things that blindside you when you are just trying to get your kid’s toe looked at. (Or read a book, or go to a grocery store…I mean, you know what I mean: Unfortunately, discrimination and ignorance can pop up just about anywhere.) 

Here’s what I sent to the whole office, including individual doctors:

Dear [Medical Professional/Office],

Please see the attached partial shot of [G]’s handout (from a visit for an infected toe) from last week. 

While there is much that I could say about this — whether from a moral, legal, ethical, neurological, medical, and/or personal perspective — I will limit myself to this:

Imagine how you would feel as a human being (never mind as a CHILD) to see your way of being (the way you were born) casually maligned as a “problem” on a random medical take-home handout. 

While an individual’s spectrum status may arguably be relevant in some medical situations, an ingrown toenail is probably not one of them. In addition, your terminology is outdated. And your framing of this neurological difference — which in fact also brings many gifts — as a “problem” is quite simply cruel. 

Knowing your office and Dr. ____ (clearly a caring person), I have to assume this is an oversight. I ask on behalf of my family and all others with differences that you stop this practice and any others that may marginalize or denigrate your patients, however unintentionally.

Sincerely,

[Full Spectrum Mama], Ph.D. 

The Full Spectrums do have 99 problems (if you get my slightly inappropriate reference) — probably more like 999 — but “Asperger’s disorder” is not one. 

Love,

Full Spectrum Mama

Update: The doctor called and left a message apologizing and claiming oversight. I called back and left her a message saying I trust nothing like this will happen again to anyone in her office.

Le sigh. 

 Welcome to Voices of Special Needs Blog Hop -- a monthly gathering of posts from special needs bloggers hosted by The Sensory Spectrum and The Jenny Evolution. Click on the links below to read stories from other bloggers about having a special needs kiddo -- from Sensory Processing Disorder to ADHD, from Autism to Dyslexia! Want to join in on next month's Voices of Special Needs Hop? Click here!

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A DISASTROPHE-RESPONSE TEMPLATE

Dear Persons,

Last week, while visiting the Full Spectrum Grandparents, we met a family from Turkey who are living in urban Connecticut. We Full Spectrums were out walking our dog when two young boys called out to us (because our dog is CUTE). The older son, who was about eight, was pretty flappy, and, at first, actually scared of our dog. All of us were encouraging, and after a few minutes he felt more comfortable and bravely gave our pooch a nice pat. At one point, his mother whispered to me, “He has special needs;” “Oh sure,” I said, “So does my son. They are both great kids!” * She told me her son’s name is Emin. 

Just after this encounter, a week before the end of G’s residential summer college-prep program, I called to check in about getting him his crucial medication for a serious tick-borne disease. During the call, I was informed for the first time that the people in his program had concerns about his behavior and listening and that he might not be included in the final trip. This was utterly surprising to both G and me. 

The person with whom I had that awful phone conversation kept alluding to G in ways that vaguely referenced his disabilities, without acknowledging this fact. After my shock wore off, I was both devastated and furious. Are such programs only designed to help those who don’t need help? Are not people on the spectrum or with ADHD worthy of participating in college preparatory programs and attending college? Did they think I would just agree with them that my child was not destined for independence or deserving of their program??? 

Nope.

So I wrote them this letter. My brilliant Meeting Friend helped me. I am sharing it because not every parent of a person with differences or person with differences has access to the professional and legal tools available to this 3/4 white-privileged, educated family. I can only imagine the linguistic, emotional, practical, and other challenges facing less-privileged, less-educated, and/or immigrant individuals and families with differences and disabilities in the current political climate. 

(I should note that while G was in fact excluded from the final trip for “safety concerns” [GRRR!], the program did acknowledge his contributions to the group and his right to continue to grow and improve his skills in their ongoing school year activities.)  

The letter below is intense and quite long. The basic template for what I imagine would be an effective letter in any case would essentially involve:

1. A description of the situation which is as complete and objective as possible.

2. Legal/institutional considerations which are both valid and convincing.

3. An appeal to the shared humanity and worth of all parties involved — particularly regarding those (you, your child) who may be disadvantaged or discriminated against in the context in question and/or in the larger world. 

4. Proactive suggestions for solutions and accommodations.

The below is posted for Emin, and others like him. 

Dear [respectful title for people/institution who are not getting/appreciating/respecting/accommodating my child {you/your loved one/your child}],

I was really shocked to hear from [name] that [G]’s attendance at the final trip is in jeopardy, and that there might even be some question about his participation in future years. 

My understanding from the orientation and written materials was that if [G] kept his grades up (he has) and had been behaving (he thinks he has, and neither of us had heard specifically otherwise), he would be included in the trip. 

My understanding, more broadly, was that [program] is designed to give underrepresented teens a chance to attend college. Whether this regards kids who are challenged by growing up in limited cultural/educational/socioeconomic environments (economically, this fits [G]), children with physical disabilities (not [G], though as you know we've just learned that he has been seriously ill throughout the summer program, and has nevertheless demonstrated amazing courage and character in following through with [program] and not letting his grades falter), or children with other potentially discrimination-inducing differences (race, ethnicity, citizenship status, neurology; yes, [G], in the latter case), [program] is meant to offer hope and opportunity and, indeed, JUSTICE to children and families who might for various reasons not enjoy the de facto college-attendance privileges available to others.

I don't honestly know how [G] could be more enthusiastic and committed to [program]. Getting accepted was one of the best things that ever happened to him - and was largely the result of his own persistence. Participating in [program] has given him all the hope and confidence that are the underlying purpose of your program. Knowing my son, and as a college professor of several decades, I can assure you that his hope and confidence are commensurate with his potential, especially should he be given the tools [program] purports to offer. 

That being said, I have ZERO interest in having [G] - who is exactly the kind of kid [program] should be serving - subjected to being part of a group that is merely tolerating him without actually seeing his pure goodness, as well as his deep intelligence, boundless humor, originality/creativity, and enormous potential [Full Spectrum Mama=nothing if not modest re: her children ;)].  

If you plan to disinclude him, whether in the short or long term, then you need to be extremely clear with him about why this is happening. He deserves feedback, and the help in finding skills to grow that is the very purpose of [program]! You also need to communicate directly with me in writing about any major concerns, which has not happened to date regarding the above-mentioned trip, etc. [G] did have a problem with his phone in the first week -- a problem that surely other teens in the program have had, though they likely hide it better than [G], who is an open book -- but that problem resolved after the first week and [G] has not had any issues with electronics since, at least as far as he or I are aware. [Program]’s college-like experience is atypical for any 9th grader; I'm amazed by the level of independence required and by the ways kids - including [G] - are rising to the occasion. 

You also - should you decide to no longer include him - need to be very careful that your actions do not involve discrimination under the ADA.

[Program] is funded by the United States Department of Education. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination based on disability in any program or activity operated by recipients of federal funds. Additionally, Title II of the Americans with Disabilities Act of 1990 (ADA) prohibits discrimination based on disability by public entities such as [program]. Thus, [program] has an obligation to accommodate [G]’s disabilities and cannot simply dismiss him from the program based on challenges related to his disabilities. Instead, if [G]’s disability is affecting his ability to handle the responsibilities or expectations of the program, [program] needs to work with him and his parents, possibly to establish an appropriate 504 Plan to address his challenges, possibly to simply be a bit more aware and effective in addressing his disability in order to allow him to succeed in the program. 

This could be an excellent learning opportunity for both [G] and the [name] program. Currently, the [program] website does not appear to acknowledge its obligations not to discriminate, and the administration's all-or-nothing attitude towards [G]’s "lack of sufficient maturity" suggests a lack of awareness of the program's clear responsibilities under the law. It also, I think, evinces a sad disregard for the essential purpose of [program].This situation presents an excellent opportunity for all involved to work together to make sure that this wonderful child, a boy who is so full of potential and fits squarely within the [program] mission, is served, as well as to help the [name] program properly accommodate disabled students in the future, as is its clear duty under the law. 

In addition, the life lessons learned from your student participants themselves when ALL bright, motivated students are included are priceless and may well surpass any academic or practical aspect of the program. (Have you truly met [G]? Have you ever met anyone with a bigger heart? I hear from parents frequently how he inspires their children to laugh more, to dream, to be open, to be themselves…[ditto on the modesty…])

To give you a clearer idea of what it means to accommodate a child like [G]with Asperger's and ADHD (both of which were explicitly mentioned in the IEP that was part of his application process), it's useful to understand how his disabilities impact his compliance with the program. [G] loves [program] and very, very much wants to stay and succeed there, and in his mind, he is completely unaware that he has been "failing" (he literally had no idea that he is noncompliant and jeopardizing his continued participation), especially since he has been vigilant in keeping his grades within the (STRAIGHTFORWARD) guidelines. This disconnect is not uncommon with people with Asperger's -- like many people on the autism spectrum, [G] has a deficit in understanding inference and nonverbal communication, so what is perhaps heard by instructors and neurotypical students as a clear mandate may be missed by him altogether or be heard by him as a mere useful suggestion. This disconnect can make him appear remiss or defiant when, in fact, it is plainly disability related, and he has no idea that he is performing poorly... 

Does this mean he cannot contribute meaningfully to, learn/benefit from, and even, eventually, reflect well upon the [name] program, never mind that he should not go to college? I would certainly hope that would not be [program]’s perspective.

An appropriate accommodation might be to use a system that more explicitly conveys to him clearer expectations, gives him immediate notice of any lapse (right in the moment), and includes a clear discussion each time about the consequences of a future similar lapse. For example, vis-à-vis the final trip, he should have been notified very clearly and in the moment about any specific behavior that was putting his participation in the trip at risk, as well as how he might do better in future (as well as, perhaps, how he might make amends). Such an approach would doubtless be helpful to many if not most students! Denying participation seems a logical and appropriate consequence for misbehaving; doing so suddenly with no warning or chance to do better seems both unkind and unjust. 

Similarly, [G] struggles with executive functioning (again, as is common among people with Asperger's and ADHD), but there are many useful tools available to aid him through these challenges as they impact his compliance at [program]. It is my understanding that he has maintained grades in the 80s without his usual accommodations (and despite illness) so perhaps further discussion of this aspect of his disability is unnecessary; however, if it would be helpful, I welcome the opportunity to further discuss [G]’s disabilities and an appropriate accommodations plan to make [G]’s participation less frustrating for you and more successful for all involved. I am sure [G] himself would be more than eager to do the same. 

Lastly, while I understand that [program] does not have a nurse -- and [G] is sufficiently aware of the gravity of the necessity of taking his twice-daily antibiotic -- it seems intractable, as well as a violation of the legal requirement to accommodate disability-related challenges, that you are unwilling to ask a staff member to assist [G] in remembering to take his medications because "it might cut into their meal time." As I mentioned, he has disability-related executive functioning challenges which could possibly make remembering to take all of his medication a stretch, and he has an extremely serious illness that has a disturbingly alarming prognosis if the antibiotics regimen is not followed properly. I  ask that you accommodate [G]’s disability-related executive functioning challenges by assigning a staff member to check in with him twice a day (he needs to take a pill around 8am and 8pm)  and remind him to take his antibiotic. This basic check-in should take one or two minutes, max.

Please advise me by email (or in writing) as soon as possible whether you will honor this reasonable request.

Finally, please also let me know at your earliest convenience whether you are able to guarantee that you are going to treat my son fairly and give him a chance to make things right and participate fully in [program]. I will not bring him to the bus in the morning or to the campus until I hear from you. He is excited about this week, so I hope that will be very soon.

Sincerely,

[Full Spectrum Mama]

Dear readers, please feel free to cut and paste any part of this letter and fill in your own specifics to further efforts toward inclusion and advocacy.

Love,

Full Spectrum Mama

* I don’t love the term “special needs,” but it was used lovingly by both of us.

Welcome to Voices of Special Needs Blog Hop -- a monthly gathering of posts from special needs bloggers hosted by The Sensory Spectrum and The Jenny Evolution. Click on the links below to read stories from other bloggers about having a special needs kiddo -- from Sensory Processing Disorder to ADHD, from Autism to Dyslexia! Want to join in on next month's Voices of Special Needs Hop? Click here!

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WAYS TO SPEAK UP

Dear Persons,

It seems almost frivolous, in these turbulent times, to think about or do anything that doesn’t directly contribute to the healing and health of our communities, our country, our world. 

I’d planned this post before the inauguration, as a natural sequel to SHOULD I HAVE SAID SOMETHING? Despite near-paralysis over the ceaseless cascade of unthinkable political disastrophes we are all witnessing, I am following through, largely because the topic - ideas on how to safely and effectively stand up to discrimination, injustice, even unintentional/unconscious/well-meaning bias - is more relevant now than ever in our lifetimes. Worse, children today are more vulnerable than they have been in decades due to this administration’s stances on special education, transgender bathrooms in schools, environmental protections, etc. 

In other words, there are now very real risks to not speaking up.

We ALL can do better. In our words, in our actions - and in our responses to the words and actions of others. I myself got schooled after the above post by a wonderful elder who informed me I was guilty of ageism! I’d avoided responding to my neighbor’s ableist slur partly out of “respect” for her being “elderly.” I was told in no uncertain terms that I’d been biased, and that, in addition, “We are much, much younger than you think we are!”

….RIGHT? Right! Good news for those of us who aren't getting any younger…

Now, you know I love a list….So here goes:

WAYS TO SPEAK UP

1. The Make Up Speak Up:

Let’s say you, like me, find yourself ruminating on a situation in which you did not speak up, for whatever reason. You’re still alive, right? How about speaking up now, now that you’ve had time to really figure out what you need to express?

Here’s what I did in just such a context: I wrote my neighbor from the incident described in SHOULD I HAVE SAID SOMETHING?(Speaking up doesn’t have to be verbal or even face to face - there are many, many ways to speak up, as I explore below!)

        Dear [Neighbor],

I hope you are well. This is your neighbor at  ___, [Full Spectrum Mama], writing. We had a conversation a few months ago in which you told me that your granddaughter works with autistic kids . You talked about how hard it is for her, and said she’d have been better off working with animals. 

I should have mentioned at the time that my son is autistic and I myself am also neurodiverse. This means that both of our brains are wired a bit differently than those of the “average” person. But we are still human beings, with feelings and dreams and a lot to offer the world.

As hard as it is for your granddaughter to work with those children, I can guarantee you that life in a world that was designed entirely for “normal” people is harder for them. I hope that despite these difficulties for all concerned she can see the good in each child as an individual. 

Sometimes, sadly, people who are “different” from us might seem not quite as human as the people we know or more closely resemble. So I hope, also, that now that you know that [G] and I have something in common with those students you will be able to see a little bit, through knowing us, that autistic people are equal and worthy human beings - just like anyone else. 

Thank you for reading, and hope to see you around soon,

[Full Spectrum Mama]

Something wonderful happened after this: my neighbor called me and we had a great talk! She explained that as hard as her granddaughter’s work is, she loves it - and even plans to pursue a higher degree in the profession. I am so glad I “spoke up” as best I could.

2. Speaking Up Directly:  Some people are able to come up with eloquent, convincing, strong-yet-not-confrontational ways to respond to discriminatory statements and actions as they occur. If you are one of those people, have to it! (Just be sure, dear reader, that you keep yourself safe in the interaction. Are there other people around? Does this person/do these people seem threatening? Sometimes - just sometimes! - it can be wiser to be indirect.)

3. Speaking Up Indirectly: Know your rights and the rights of your loved ones. NO ONE deserves discrimination; we ALL deserve to be treated fairly and recognized as human beings of equal value. Here are some ways to indirectly speak up and enact progress toward justice.

a. For Justice in Education: When you encounter discrimination in a school (or school district), or think a school could be doing better in some area(s), write, fax, call, or email (we all have different strengths and comfort levels with forms of communication: choose your medium!) school administrators (consider a variety of levels here - state, district, local, individual school), teachers, and helpers, as well as fellow parents and/or students. Here’s something to get you fired up about education: http://www.loevy.com/blog/education-part-special-education/. Most people get into education because they care about children and students - so, chances are, members of your school community may be receptive. Even if they are not, or if their hands are tied in the matter at hand, at least you’ll know you’ve done your part - and there may be less-obvious or more long-term positive repercussions that result from your efforts. 

b. In Your Community: Write, fax, call, or email local and national organizations to speak up on issues and situations you care about. Join a community group. Heck, form or host a community group. What’s your issue? What do you most care about? 

c. For Political Justice: Write, call, fax, or email your local, state, and national political representatives. As a highly phone phobic individual, I’ve found a sort of speaking-up niche in editing this weekly publication which tells you how to do just that: https://jenniferhofmann.com/home/weekly-action-checklist-democrats-independents-republicans-conscience/. 

d. Participate in Other Ways:  volunteer, make art, write (call, fax, email…) your local newspapers and beyond, march, protest, discuss the issues you care about, share your personal experience(s) with loved ones and others you encounter who might be receptive…

You never know how much your positive, proactive acts - however small they may seem - may impact others. I promise you, we are - sometimes very quietly, often slowly but surely - moving mountains, together. 

4. Advocacy: Advocacy is a slightly different way to speak up, in that what we are usually doing is trying to get something specific out of an organization  (usually a school, but not always) that already claims to be “doing its best.” I’ve written quite a lot about advocacy over the years here and here and here and here. You can also search for other posts that include references to advocacy on the search button at right. Here, I discuss some tricky issues around wanting people to change - and how one might speak up about that, too.


5. Speaking Up about Harassment: If you see someone being harassed and want to help, this cartoon, which happens to be about anti-Muslim harassment,  offers the best advice I have ever seen: https://www.facebook.com/themiddleeasternfeminist/photos/a.565332650209980.1073741828.565316806878231/1117370921672814/?type=3&theater; if you don’t do Facebook, here’s a link through HuffPo: http://www.huffingtonpost.co.uk/entry/islamophobic-abuse-advice-bystander-hate-crime_uk_57c83652e4b09f5b5e3596fb.  Imagine finding safe ways to just be by the side of every person we ever saw being hurt. Imagine!

6. Speaking Up With Forethought: I’ve thought about how I might’ve spoken up in several situations where, if I’d had the words ready to go in my head, I might have been able to do so. Finding the common thread of humanity that runs through all interactions - yes, even those where we encounter those who bully, discriminate, belittle… - seems key. Working on the above letter gave me a little bit of a template for what a pre-planned response might look like. For starters, I’d include a gentle appeal to the inherent, perhaps very “underlying” or “subtle” good nature of the person(s) I was addressing. Then I’d be sure to draw their attention to the humanity and inherent worth of the person(s) being discriminated against. Some people don’t think everyone is equal. We are probably not going to convince those people in one interaction. But if we don’t speak up somehow, we haven’t tried. Our words might just be the turning point from discrimination to awareness and acceptance.

7. Paralyzed? Oh…that’s just me? When you don’t feel up to speaking up, but know you truly should, try this: IMPROVE/APPRECIATE/CONNECT/PROTECT.

If you google that phrase, you will get a whole lot of different links, but it’s really just a very simple concept that doesn’t need a ton of padding or explanation. Doing one of these things will help! I am not sure where I first saw this suggestion for healing and presence, but I wrote it down on an index card that I keep around as a reminder. The practice has stayed with me because it is truly effective. When you feel paralyzed (whether from depression, rage, sadness, horror, feeling overwhelmed, procrastination, helplessness, hopelessness [I could go on…]…), try taking just one of these words and find even a very small project which engages with that sort of action. For example, looking just in my immediate vicinity, right now, I might IMPROVE by putting away the scattered dog toys, APPRECIATE by looking out the window at the melting patches of snow and tiny bulb shoots, CONNECT by petting my cat, or PROTECT by taking my dark chocolate stash further away from the edge of the desk to be sure my puppy doesn’t get his paws on it.  

In these ways, bit by bit, we gain the steadiness and strength to speak up and do what needs to be done. 

Hope this helps.

Thanks and Love,

Full Spectrum Mama

Welcome to Voices of Special Needs Blog Hop -- a monthly gathering of posts from special needs bloggers hosted by The Sensory Spectrum and The Jenny Evolution. Click on the links below to read stories from other bloggers about having a special needs kiddo -- from Sensory Processing Disorder to ADHD, from Autism to Dyslexia! Want to join in on next month's Voices of Special Needs Hop? Click here!

An InLinkz Link-up