Through learning new information, we often need to adapt our practices as therapists. i AM finding some key differences in how I interacted 10 years ago when I first provided therapy and how I interact with my clients now. Therapists used strategies there are now considered inappropriate, which invokes guilt, shame and other negative emotions. I know many parents go through this process too when they learn new strategies, and that's totally okay/normal! Although delving into these emotions is common, we should also learn to not be harsh to old thinking patterns in order to learn new ways to interact and move forward. Instead, we should chose to focus on cultivating new strategies, approaches and thoughts to assist our children and clients.
Old thinking: Compliance is the gold standard of treatment.
New thinking: Though I still believe being able to follow directions is an important piece for anyone's life - I also consider that understanding children where they are at and helping them to achieve their goals comes first in building a relationship, treatment and skill acquisition. This relationship should remain positive throughout and adapting to meet the dynamic abilities of the child each day is a useful, necessary skill.
Old thinking: Language processing happens first with one-word, then 2, then phrases, etc.
New tthinking: Many autistic children are Gestalt Language Processors. This means that intonation is often their first communicative attempt, and these children go through many different stages. Communication is built in a different way to how I learned, and the more information that I learn about GLPs the better I can adapt and assist the children I work with in developing their language.
Old thinking: Regulation is something that everyone needs to figure out on their own/is just behaviour.
New thinking: Co-regulation is so essential to building one's own regulation. With young kids, we can't expect them to regulate on their own without our support! There's an autism provider that discusses how regulation on their own may not be available to kids until 8 and beyond. This means kids need our support to regulate, especially as an early intervention provider.
Old thinking: Teaching children neurotypical norms will prepare them for life, and this should be the aim of each session.
New thinking: Neurotypical norms aren't the only "norms." Families, teachers, and the world should be aware that neurotypical norms do not equal better. Therapists now strive to learn the child's norms and use them. Much of society isn't geared towards accommodating all needs, and though this is being slowly changed, I hope that having a few neurotypical cards up one's sleeve is helpful.
Old thinking: Stimming is not good for a child's skill acquisition.
New thinking: Therapists are lucky to read so many real-life experiences that discuss stimming, it's strengths, and what it can do for an individual. Now, therapists use stimming to bond with clients. Generally, if we do what the child is doing, we receive natural engagement and curiosity in return. It's been a great way to connect with kids! In addition, seeing stims in a situation may be my first indicator that something is too hard or that the child is over-whelmed; this helps me step back and re-assess my approach and offer more help.
Though I'm sure there will be more to come, therapists are always listening to clients/their community to refine our techniques to better serve them!
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