Some issues using Anxiety amongst High School Pupils Diagnosed with a High-functioning Autistic Disorder
by Stella MacDonald
May 2002
- Wish to communicate better with peers.
- To become more decisive in everyday experiences. Also with regards to their future career.
- Concentration may be poor, and when answering questions their thoughts may stray, or they may become distracted. This is frustrating for them.
- Interpreting questions on examination papers, and answering appropriately.
- When sitting Standard Grades, expressed concerns that the Examiner does not know them personally and that they do not know the mill potential of the pupil - especially as they become very nervous and overly anxious when sitting exams, not capable of showing their true abilities. Some being concerned that they are having to 'prove' themselves to somebody who may judge them on the results of their exams, and have the power to have such an effect on their fliture. They know that they know the answers. Why should they prove it?!
- Fear of failure, with regards to all aspects of life.
- Fear of being misunderstood.
- Fear of not understanding others.
- Awareness of being different and not 'fitting in'. Why? What to do about it.
- Wish that instructions were easier to understand.
- Misinterpreting both verbal and non-verbal language used by teachers and peers.
- Problems predicting the meanings behind conversations, activities, thoughts and behaviour of others.
- Problems, at times, in retrieving information already learnt, leaving them open to being ridiculed, and feelings of failure.
- Forgetting simple things. The harder they try to remember the worse they feel.
- Homework may be hard going, as they often feel that there is no respite from the control, and demands, school makes on them.
- As they tend to be more aware of their challenges than their strengths, they find taking criticism, advice and guidance only emphasises the fact that they
are lacking in some way.
- Fear of being rejected.
- Become aware that some of their responses are unusual, but not knowing why
and how to adjust.
- Difficulty experienced in finding 'common ground' with others.
- Witnessing social progress being made by others about them, yet feeling that they are left behind. Emphasising their inadequacies, and not being equipped to adapt appropriately.
- Girlfriend / boyfriend relationships are often awkward, finding themselves either unable to form them, or that their knowledge of developing one is not ample. This requires careful handling.
- Sometimes realise that their peers are embarrassed to be in their company, but do not know why.
- A sense of fairness is impoflant to them. They may feel that they are being dealt with unfairly.
- If these anxieties are not addressed then there is a risk of a depressed state of mind developing.
Useful Pointers
- Wish to communicate better with peers.
- To become more decisive in everyday experiences. Also with regards to their future career.
- Concentration may be poor, and when answering questions their thoughts may stray, or they may become distracted. This is frustrating for them.
- Interpreting questions on examination papers, and answering appropriately.
- When sitting Standard Grades, expressed concerns that the Examiner does not know them personally and that they do not know the mill potential of the pupil - especially as they become very nervous and overly anxious when sitting exams, not capable of showing their true abilities. Some being concerned that they are having to 'prove' themselves to somebody who may judge them on the results of their exams, and have the power to have such an effect on their fliture. They know that they know the answers. Why should they prove it?!
- Fear of failure, with regards to all aspects of life.
- Fear of being misunderstood.
- Fear of not understanding others.
- Awareness of being different and not 'fitting in'. Why? What to do about it.
- Wish that instructions were easier to understand.
- Misinterpreting both verbal and non-verbal language used by teachers and peers.
- Problems predicting the meanings behind conversations, activities, thoughts and behaviour of others.
- Problems, at times, in retrieving information already learnt, leaving them open to being ridiculed, and feelings of failure.
- Forgetting simple things. The harder they try to remember the worse they feel.
- Homework may be hard going, as they often feel that there is no respite from the control, and demands, school makes on them.
- As they tend to be more aware of their challenges than their strengths, they find taking criticism, advice and guidance only emphasises the fact that they are lacking in some way.
- Fear of being rejected.
- Become aware that some of their responses are unusual, but not knowing why and how to adjust.
- Difficulty experienced in finding 'common ground' with others.
- Witnessing social progress being made by others about them, yet feeling that they are left behind. Emphasising their inadequacies, and not being equipped to adapt appropriately.
- Girlfriend / boyfriend relationships are often awkward, finding themselves either unable to form them, or that their knowledge of developing one is not ample. This requires careful handling.
- Sometimes realise that their peers are embarrassed to be in their company, but do not know why.
- A sense of fairness is impoflant to them. They may feel that they are being dealt with unfairly.
- If these anxieties are not addressed then there is a risk of a depressed state of mind developing.
Useful Pointers
Everything they learn must be an enjoyable experience.
It doesn't help when listening to others explain to each other that 'he/she can't help being rude' etc. Self identity and self reflection should be examined and taught.
Double take: Empathy - empathetic with those about them, except when another person is reacting to something they have done.
Senses: Why sometimes sensitive to what they unexpectedly hear and yet don't mind at times when they are either in control of, or are aware of information received through their senses.
Saying something, or responding to questions: Sometimes they think that they have said something, but haven't really. What they have done is 'think' they are saying something or have answered a question inside their head', instead of verbalising it. When we think to ourselves, what do we 'hear' inside our head? Our own voice! Perhaps they are unable to tell the difference at times. This usually happens when they are engaged doing something else that interests them.
Targets: Work as a team with the pupil, enabling their decision making skills. Explain all aspects of the target/s, including how it I they will benefit the pupil. Reflect on progress made, and any problems experienced in developing coping strategies. Reassuring them that learning through their mistakes is a positive step.
Use real life experiences: Promoting independence. Develop self care, social awareness, friendship and use of conversation.
Hobbies are enjoyable as their interests tend not to be socially demanding. They are usually in connection with something that is regular, visual, factual, predictable and does not constantly change shape. Eye contact, which some have reported may be painful, is usually asked for when being corrected or chastised, therefore not an enjoyable experience. It may be intrusive. Additionally, appropriate eye contact is socially led, which is an area they may not be aware of.
Develop self control using methods such as anger management, relaxation and identifying individual trigger factors.
Empowering the Student
If we cannot relate to ourselves in our own experiences, a stranger to how we feel and why, their how are we able to relate to others?
If we have only experienced our negative emotions, and how serious it is, then how do we know and understand another person's happiness and positive emotions?
We learn what happiness is when we are confident with ourselves and have a developed sense of identity, and feel that we can cope.
We all need to know who we are. where our strengths and challenges he, unique to the individual, so that we may frel that we belong to our surroundings. Without this realisation we do not feel as if we belong, and therefore experience dfficulties
Stella MacDonald