We can acknowledge the problem then ask him, “What should we do now? Too often an adult sees the problem (broken pencil) and jumps in to solve the problem (magically a new pencil appears for the kid) so the child is never engaged in self-advocacy that is commensurate with his age and we never give him/her a chance to build or show any ability.
Participant: To whom do you recommend our clients disclose their disabilities in a work environment? We have discussed this in our Autism Task Force at Kent State.
Engage in guided discussions or lighthearted banter.
Lisa Audet: I think the most important message is one of “inclusion.” That is, when working with individuals who are high-functioning, we need to think of abilities and how they might contribute.
I have learned that many of our degree-seeking students are so done with being considered disabled when they come to college that they reject assistance.
Online therapy can be done by texting, video chatting, voice messaging or audio messaging with licensed therapists online. When i talked to one of the listeners at first i didnt know what to expect but they understand you and they really care.
While video chat therapy does allow for more accessibility, it does not eliminate some of the key challenges that traditional therapy faces. There is no judging they are there to help any problem.
When working with individuals who are high-functioning, we need to think of abilities and how they might contribute.
Too often an adult sees the problem (broken pencil) and jumps in to solve the problem (magically a new pencil appears for the kid) so the child is never engaged in self-advocacy.
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Participant: Do you have any suggestions regarding activities or ways to assist adolescents in “turning the lens around” in an effort to foster their ability to observe and determine how well others are “earning social currency,” or, in essence, their trust and respect? For example, one client tends to view his parents’ help as attempts to torture him (like being on a diet).