Asperger Syndrome

Asperger Syndrome

Diagnosis

“Neurodiversity is an umbrella term that refers to a collection of largely genetic conditions affecting how someone thinks, learns, socialises, focuses or pays attention, experiences the world, and process information” as stated by the Neurodiversity Centre in Durbanville.

Neurodiversity includes

Autism spectrum

ADHD

Learning disorders such as dyslexia, dysgraphia, dyscalculia

Obsessive compulsive disorder

Developmental co-ordination differences

Sensory integration difficulties

Auditory processing conditions

anxiety

A few years ago Asperger’s syndrome was seen as a formal diagnosis. According to research, in America people got social grants when their child was diagnosed with Asperger’s Syndrome. Because people then began misusing the diagnosis, APA decided to do away with this diagnosis.

Nowadays we refer to ‘autism spectrum disorders’. However, research has shown that children with classical autism and those with Asperger’s Syndrome do differ in the way they behave, respond and experience life. For this reason some therapists will still refer to a child being on the spectrum of autism and then put in brackets Asperger’s Syndrome. This makes helping these different children more effective.

Interpersonal pattern analysis of children with Asperger’s Syndrome

The research in my Ph.D showed that children with Asperger’s Syndrome have difficulty with social relationships because of unique ways they and those around them respond to 17 different variants when it comes to social interaction. Let me explain just one of these 17 variants that cause difficulty in relationships.

How they define relationships with others (power struggles)

The way we define our relationships determines what we expect from one another and what we see as acceptable or unacceptable. Healthy relationships consists of parallel relationships (this is when two individuals see each other as equals) or complimentary relationships (this is where one individual take the lead and the other follows).

Unhealthy relationships consists of symmetrical relationships (this is where both individuals wants to be in control and a power struggle develops) and ambivalent relationships (here one or both individuals give mixed messages or opposing messages that causes confusion and uncertainty in the relationship).

Research has shown that children with Asperger’s syndrome tend to use symmetrical relationships more often. A power struggle tends to develop in their relationships. There are several reasons for this:

• They need to feel personally in control of their lives. Looking deeper, it becomes clear that these children want to be in control all the time, because it s the only way they can regulate and deal with sensory overload. Sensory overload happens when the brain cannot cope with too much bright light, loud noise, movement, touch, smells or tastes anymore. It causes tremendous discomfort in the body of the child with Asperger’s syndrome. It can be compared to feeling seasick on a boat one cannot get off from. They control there friendships and environments to avoid sensory overload.
• They have difficulty experiencing, understanding and regulating emotions (their own and those of others). They are trying to control what happens with their own emotions, and they find it difficult to understand the context and meaning of other people’s emotions. This causes anxiety and stress for them. Controlling situations means controlling emotions.

Children with Asperger’s syndrome work hard to stay in control of situations in order to keep personal control over emotions and sensory overload. Taking control at all times means they can keep things predictable and stick to routines that make them feel safe.

Having spontaneous conversations is therefore incredibly stressful for these children (and adults). So in order to keep their anxiety levels down, they take control of the conversation and bring it back to their special interests (talking about dinosaurs or technology and so on).

Melt-downs appear when these children lose control of their situation which causes their anxiety and stress levels to rise. They appear disobedient or rebellious when they find a task too difficult, are given more than one task at the same time, when they have to work under too bright / flickering lights, when there is too much back ground noise, or any other stimuli that causes overload for them. 

The last thing one should then do is come with questions like: “Explain yourself!” or “Speak up!” or “Control yourself!” These kinds of directive communication only tends to worsen the power struggle with them.

You can help in these situations by avoiding long conversational reasoning. Allow them to make choices so they can feel independent and effective in what they are doing. Provide positive feedback and help them experience a sense of success.

Research has shown that using Child Centred Play Therapy with these children may benefit them because in the play sessions they are given personal control over their own experiences of situations and emotions. Situations are played out in a more predictable way and they can explore changes in routine in a unique way. They experience spontaneous conversation making during these sessions. They are given opportunities to explore and learn to cope with tasks they find overwhelming and difficult. Child Centred Play Therapy provides a safe space for them to explore and learn to deal with anxiety and stress.

The way limit setting is used in Child Centred Play Therapy helps children with Asperger’s syndrome to think before they act, to make choices, to take responsibility for choices they make. Parents and teachers are also taught how to use this unique way of limit setting which make the discipline of these children easier. 

Here are the rest of the 17 variants we look at when we work with children on the spectrum of autism in my practice:

• How they show and experiencing empathy
• How they show genuine interest in others and behave in a truthful way
• How they show acceptance and give feedback to others
• How they read the context of a situation and how this causes misunderstanding
• Why they control everything
• How and why they keep emotional distance in relationships
• How they express themselves and their inner needs
• How they cause others to either accept or reject them in friendships or relationships
• How they give and receive recognition that makes one feel appreciated and affirmed
• How they share their own inner needs
• How they take responsibility for what happens in relationships
• How and why they are rigid instead of flexible in relationships
• Having insight and being aware of how changes in behaviour can bring about positive changes in relationships
• How effective are they in problem-solving and becoming experts
• How trauma affects their behaviour and relationships

Each individual with a neuro-divergent diagnosis will react in a unique way regarding these 17 variables. The psychotherapeutic process is therefore adapted to each individual child and family’s needs.