Who
Various autistic adults who some also have diagnoses of LD, ADHD and mental health needs
Why
To assess and teach vital skills to keep these individuals safe when meeting friends and engaging in relationships. Many of the individuals we support have missed important education about their own bodies, consent and sexual health. Some of these individuals have a forensic risk as well as being vulnerable to exploitation. Our aim is to educate them in order to increase their independence and quality of life, but to also prevent them from entering the CJS.
How
Running assessments on current knowledge and understanding – this has associated resources that can be individualised to each individual’s level of understanding
An intervention plan created with all ethical concerns and preferences (choice of male/female support) listed.
Trauma backgrounds are considered/included and risk assessments updated accordingly.
Sessions are created with PBS support and a trusted and confident staff member(s) are trained to deliver. The sessions are designed with the service user so that they feel in control. The teaching includes a variety of resources suited to that person and how that person learns best. A mixture of games, worksheets, role play and naturalistic teaching (such as initiating conversation at the day centre).
Topics range from labelling body parts, consent, the different types of relationships, safe behaviours, unsafe relationships, internet safety/social media, social skills (conversations, body language, personal space), and much more!
Progress
Each individual learns differently and at different rates – however 100% of the individuals have expressed their gratitude at being taught these skills. Individuals are now able to label body parts with the correct anatomical names and can explain which parts of the body are private. One individual has been able to say ‘no’ when asked to do something he doesn’t want to do (such as do an activity or go out with a peer) – previously he would have automatically said ‘yes’. This same individual has been able to use language such as ‘uncomfortable’ when in situations he is not sure about. One individual initially thought that holding hands was ‘sex’ but has since been able to identify the difference between different behaviours. Another individual has expressed that he feels more confident around people of the opposite sex and has been observed to approach them (without touching) and ask them a question.
Next Steps
We are continuing to monitor skills learned using ongoing assessment and tailoring learning to each person. Each person will be supported to make friends and build relationships in line with their own goals.