Author: Norbert Flasko

Supporting Adults with Autism: Best Practice Approaches in Social Work

Introduction

Autism spectrum disorder (ASD) is a lifelong developmental condition that affects how individuals perceive the world, process information, and relate to others. While much attention has historically been directed toward children with autism, recognition of the needs of autistic adults has been steadily growing in recent years. Research suggests that around 1% of the UK adult population, equating to roughly 700,000 people, are on the autism spectrum. Despite this significant figure, adults with autism often experience barriers in accessing support, navigating social services, and achieving independence in their daily lives.

Social workers are uniquely positioned to address these challenges by providing person-centred, strengths-based support that promotes wellbeing, independence, and inclusion. The Manual for Good Social Work Practice: Supporting Adults Who Have Autism (2015), commissioned by the Department of Health, offers practical guidance and values-based frameworks to improve outcomes for autistic adults and their carers. This essay critically examines the principles and practices outlined in the manual, with reference to the Care Act 2014 and the Mental Capacity Act 2005, highlighting best practice approaches in assessment, communication, carer support, crisis intervention, stress management, and advocacy.

Understanding Autism and Its Implications

Autism is described by the National Autistic Society as a “lifelong developmental disability that affects how a person communicates with, and relates to, other people, and how they make sense of the world around them.” Autism is a spectrum condition, meaning individuals share certain traits but experience them in unique ways. While some autistic adults live independently, others require specialist lifelong support due to co-occurring learning disabilities or sensory differences.

One of the greatest misconceptions is that autism manifests in a uniform way. In reality, the adage “if you’ve met one person with autism, you’ve met one person with autism” is particularly true. This underscores the necessity of person-centred approaches in social work. Each autistic adult has their own strengths, needs, coping mechanisms, and goals, which must be recognised without assumption. Furthermore, many autistic individuals experience heightened anxiety due to sensory overload, communication barriers, or difficulties adapting to change. Understanding these factors is fundamental for effective practice.

Core Principles of Social Work with Adults with Autism

The manual emphasises that good social work with autistic adults must be grounded in the principles of the Care Act 2014. These include promoting individual wellbeing, preventing or delaying the need for support, providing person-centred care, and supporting carers. For social workers, this means not only addressing needs but also recognising capabilities, fostering independence, and supporting community inclusion.

Ethical practice requires respect, empathy, and partnership working. Social workers should adopt a strengths-based lens, focusing on what individuals can do and how they can achieve their goals, rather than viewing autism through a deficit model. Additionally, the Mental Capacity Act 2005 requires practitioners to assume capacity unless proven otherwise, ensuring that autistic adults are supported to make decisions rather than having decisions made for them. These legal and ethical frameworks shape every aspect of practice.

Assessment Practices

Assessment is one of the most critical tasks in social work, but also one of the most complex when supporting autistic adults. The manual warns against condition-specific or assumption-based assessments. Instead, practitioners must invest time to build rapport, understand the individual’s perspective, and tailor the process to their communication style and pace.

Practical considerations include minimising repetition, scheduling short and focused visits, and ensuring the assessment environment is calm and sensory-friendly. Social workers should ask open but clear questions about relationships, daily routines, sources of stress, and goals for the future. Importantly, assessments must account for fluctuating abilities and co-existing conditions, as some adults may present differently depending on context.

Creative approaches are encouraged, such as using visual aids, structured agendas, or stress management plans co-designed with the person. For example, agreeing on contingency plans for stressful situations, or using health passports to reduce repetition at medical appointments. Such strategies respect the person’s autonomy while promoting clarity and accuracy in assessment outcomes.

Communication Strategies

Communication is often one of the most significant barriers faced by autistic adults, making this a vital area of social work practice. Clear, consistent, and respectful communication can foster trust and reduce anxiety. The manual highlights several best practices:

  • Preparation and consistency: Social workers should provide advance notice of meetings, share agendas, and keep appointments punctual. Changes in routine, appearance, or setting should be minimised where possible.
  • Avoiding jargon: Abstract language, metaphors, or ambiguous phrases can cause confusion. Clear, concrete language should be prioritised.
  • Respecting silence: Many autistic adults require additional processing time. Allowing silence, rather than rushing to fill it, demonstrates patience and respect.
  • Alternative communication modes: Some individuals may prefer written communication, email, or visual aids. Flexibility in communication methods is essential.

Trust-building is central. Consistency in behaviour, transparency about what is achievable, and sensitivity to sensory issues (such as noise, lighting, or strong perfumes) can help autistic adults feel safe and respected. Importantly, communication must be collaborative, enabling the individual to co-author their support and exercise choice.

Supporting Carers and Families

Carers—whether family members, friends, or partners—play a crucial role in supporting autistic adults, but they too need recognition, validation, and support. The Care Act 2014 establishes carers’ rights to assessment in their own right, acknowledging their needs as distinct from those of the cared-for person.

Social workers must avoid assumptions about carers, especially when parents of autistic adults are themselves autistic. Stigma and mistrust of services are common, stemming from past experiences of blame or exclusion. Good practice involves recognising carers as experts in the person’s life, consulting them respectfully, and planning for the long-term future when carers may no longer be able to provide support.

Supporting carers also means enabling them to pursue their own wellbeing, employment, and social lives. Facilitating access to respite, peer support networks, and community groups can help carers sustain their role without experiencing burnout. Ultimately, supporting carers is inseparable from supporting autistic adults, as both are deeply interconnected.

Crisis Intervention

Autistic adults often face unique challenges in times of crisis, whether related to mental health, social changes, or sensory overload. Effective crisis intervention requires preparation, empathy, and collaboration.

The manual emphasises understanding the individual’s own definition of crisis, which may differ significantly from a professional perspective. For example, a delayed bus may trigger overwhelming distress, while a seemingly “serious” issue may not be perceived as such by the person. Respecting this subjectivity is key.

Pre-emptive planning—such as role-playing scenarios, identifying triggers, and creating safety plans—can help reduce the intensity of crises. Social workers should remain calm, self-aware, and avoid reactive “knee-jerk” responses. At times, firm decision-making may be required to prevent harm, but this must be balanced with respect for autonomy and dignity.

Multi-agency collaboration is critical, as autistic adults often “fall through the gaps” between services. Social workers should coordinate with health professionals, mental health teams, and voluntary organisations, advocating for reasonable adjustments and rapid access to appropriate support.

Stress, Coping, and Minimisation

Stress is a near-constant factor for many autistic adults. What might seem trivial to others—such as a change in bus schedule, an unfamiliar environment, or sensory discomfort—can feel overwhelming. Social workers must approach these stressors with empathy rather than dismissal.

The manual highlights the risk of minimisation, where autistic adults may downplay their struggles as a coping strategy. Social workers should remain attentive, validate experiences, and encourage honest dialogue about stress. Special interests, often stereotyped as obsessions, can in fact serve as valuable coping mechanisms and sources of joy. Practitioners should respect and integrate these interests into support planning rather than pathologising them.

Parallel and contingency planning are also recommended. By preparing for multiple outcomes, autistic adults can feel more secure in navigating change and uncertainty. For example, if a preferred activity is cancelled, having an alternative plan in place can prevent escalation of anxiety.

Representation, Advocacy, and Wider Practice Issues

Advocacy is an essential component of social work with autistic adults, particularly when individuals face barriers in expressing their needs, navigating services, or challenging discrimination. Independent advocates can help ensure voices are heard, rights are respected, and decisions are genuinely person-centred.

Beyond individual cases, social workers also contribute to systemic change. By promoting autism awareness, challenging stereotypes, and building inclusive community services, they help create environments where autistic adults can thrive. This aligns with the Care Act’s emphasis on prevention, wellbeing, and community capacity building.

The manual also warns against deficit-based labels such as “high-functioning” or “low-functioning,” which oversimplify complex realities and can obscure genuine needs. Instead, practitioners should focus on practical support and empowerment, recognising that needs vary across contexts and over time.

Conclusion

Supporting adults with autism requires more than technical knowledge—it demands empathy, patience, flexibility, and a commitment to person-centred practice. Social workers must balance legal frameworks with ethical values, ensuring that autistic adults are empowered to live meaningful lives within their communities.

Best practice includes conducting holistic and creative assessments, fostering trust through clear communication, supporting carers as partners, preparing for crises with calm professionalism, and addressing stress with empathy and planning. Advocacy and representation further ensure that autistic adults are not marginalised but instead are recognised as equal participants in society.

As awareness of autism continues to grow, social workers must adapt, learn, and reflect, recognising that each individual’s journey is unique. The guidance provided in A Manual for Good Social Work Practice: Supporting Adults Who Have Autism offers a foundation, but it is through ongoing practice, reflection, and partnership with autistic people themselves that the profession can truly deliver the best outcomes.

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PACE: A Trauma-Informed Approach to Supporting Children and Young People

Introduction to PACE

PACE is a therapeutic approach developed by Dr. Dan Hughes more than two decades ago, designed to help adults build safe, meaningful, and trusting relationships with children and young people who have experienced trauma. Rooted in attachment-focused family therapy, PACE encourages adults to think, feel, communicate, and behave in ways that help children feel secure. It is not a rigid, step-by-step procedure, but rather a flexible mindset that integrates four essential qualities: Playfulness, Acceptance, Curiosity, and Empathy.

Children who have lived through traumatic experiences often struggle with trust, connection, and emotional regulation. Their interactions with adults may be shaped by fear, defensiveness, or shame, making it difficult to form stable attachments. PACE aims to create an environment where these children feel safe enough to explore emotions, express themselves, and build resilience. By adopting PACE, adults can slow down their own responses, regulate their emotions, and remain engaged even during challenging moments. This emotional regulation is essential: when adults stay calm and supportive, children are more likely to mirror that stability, gradually learning to manage their own intense emotions.

Ultimately, PACE offers both children and adults a pathway toward understanding, connection, and healing. Instead of focusing primarily on correcting behaviours, it emphasises relationship-building and emotional safety. In this way, it equips caregivers, teachers, and social workers with strategies to guide children through difficult emotions and behaviours, without compromising their sense of self-worth.

Playfulness

Playfulness is the first element of PACE and serves as an important bridge to closeness without fear. Many children affected by trauma may withdraw from joyful experiences, having lost hope in the possibility of fun or shared enjoyment. For some, affection feels threatening, and hugs or overt displays of love may be rejected. A playful stance provides a gentler alternative, allowing warmth and closeness without overwhelming the child.

Playfulness reassures children that conflicts or separations in a relationship are temporary and not damaging to the connection. In tense situations, a light tone of voice, animated facial expressions, or humour can defuse defensiveness and create opportunities for reconnection. This is not about minimising serious misbehaviour but about keeping minor incidents in perspective. For instance, when a child resists transitioning between activities, introducing a playful game or role-play can reduce resistance and maintain cooperation.

Practical strategies for playfulness include storytelling tones rather than lecturing, softening facial expressions, lowering body posture to avoid intimidating presence, or transforming routine tasks into small games. These subtle adjustments communicate warmth and safety while maintaining the adult’s authority.

Importantly, playfulness is not about distracting from difficulties or denying a child’s struggles. Instead, it signals to the child that relationships can contain joy, even in the presence of challenges. For children who expect rejection or punishment, playfulness can be a powerful reassurance that their presence is valued. Over time, playful interactions rebuild a child’s belief in positive connection and create space for emotional growth.

Acceptance

Acceptance in PACE communicates to a child that their inner world—thoughts, feelings, and intentions—is safe from judgment. For many children, especially those shaped by trauma, the fear of being criticised or rejected for their feelings can prevent honest expression. Acceptance means separating the child’s identity and intentions from their behaviours. Adults can challenge unsafe behaviours while still affirming the child’s worth and humanity.

For example, when a child declares, “You hate me,” a typical adult instinct may be to deny or correct the statement. However, PACE encourages an accepting response such as, “I’m sorry it feels that way to you. That must be really painful.” This communicates understanding without dismissal, showing the child that their perspective matters, even if it is painful or inaccurate.

Through acceptance, children learn that conflict does not equal rejection. They discover that behaviours can be addressed and limited without threatening their relationship or self-worth. Adults may say, “I’m disappointed by what you did, but I know you were upset. It doesn’t change how much I care about you.” Such statements reinforce the difference between disapproving of behaviour and rejecting the child as a person.

This practice strengthens children’s confidence in relationships, making them more willing to share vulnerabilities. Acceptance fosters resilience by teaching children that they can be loved despite their mistakes, and that their feelings—whether anger, fear, or sadness—are valid and worthy of attention.

Examples or how to express acceptance:

“I can see how you feel this is unfair. You wanted to play longer”
“You probably think that I don’t care about what you want”
“You were letting me know that you were really scared when you ran
away from me”
“I can hear you saying that you hate me and you’re feeling really cross.
I’ll still be here for you after you calm down”.
“I’m disappointed by what you did, but I know you were really upset. It
doesn’t change how much I care about you”.

Curiosity

Curiosity is the element of PACE that invites children to explore and reflect on the reasons behind their behaviours. Many children, especially those living with trauma, may recognise that their actions are inappropriate but lack the words or awareness to explain why. Instead of asking “Why did you do that?” in a demanding or accusatory way, curiosity involves gentle wondering, aimed at understanding rather than interrogating.

For instance, rather than scolding a child for breaking a toy, an adult might say, “I’m wondering if you broke the toy because you were feeling angry.” Such open-ended reflections give children the opportunity to recognise and articulate their emotions without fear of judgment. The tone is vital: curiosity must be communicated lightly, with compassion rather than frustration.

Curiosity helps children distinguish between their behaviours and their identities. When adults show genuine interest in the underlying feelings—such as sadness, fear, or confusion—children begin to understand that their behaviours are expressions of unmet needs rather than evidence of being “bad.” This reduces shame and defensiveness, replacing them with healthier emotions such as guilt, which can motivate positive change.

Examples of curiosity include phrases like, “I wonder if…,” “Could it be…?,” or “Tell me if I’m getting this wrong.” These sentence starters signal openness and a desire to understand, not to correct. Over time, curiosity builds children’s capacity for self-reflection and strengthens trust in their caregivers.

Examples of curiosity:

“I’m wondering if you broke the toy because you were feeling angry.”
“I’m thinking you’re a little nervous about going back to school today,
and that’s why you don’t want to get ready this morning”.
“I’ve noticed that you’ve been using a really loud voice, and if you’re
trying to tell me that you’re angry with me.”
“I’m a little confused. Usually you love going for a walk, but today you
don’t want to go. I’m wondering what’s different about today”.
“When she couldn’t play with you today, I’m wondering if you thought
that meant she doesn’t like you.”

Empathy

Empathy is the heart of PACE, ensuring children feel that they do not face struggles alone. Empathy involves actively recognising and validating a child’s distress, demonstrating compassion and solidarity. For traumatised children, empathy communicates that their emotions are not too overwhelming or burdensome for the adult to handle.

Showing empathy requires both words and actions. Adults might say, “That must have been so painful,” or “You are really upset right now, and that’s so hard.” Such statements acknowledge the child’s feelings without minimising them. Non-verbal cues, such as calm body language, gentle tone, and attentive presence, reinforce the message.

Importantly, empathy is not about pity or indulgence. It is about recognising that behaviours often stem from deeper struggles and showing willingness to share in those struggles. By doing so, adults demonstrate resilience and commitment, reassuring the child that the relationship remains intact even during difficult moments.

For example, when a child lashes out after feeling excluded, empathy might sound like: “It hurt so much when she didn’t ask you to play. That must have felt confusing.” This helps the child name their emotions and feel understood. Over time, empathy helps children build trust in relationships, knowing that their vulnerabilities will be met with care rather than criticism.

Examples of empathy:
“You are SO upset about this right now. That must be really hard!”
“It hurt so much when she didn’t ask you to play. You were probably
thinking ‘Why did she do that?’ It was a real shock for you.”
“You wanted to have another turn so badly. You were so excited about it
and it’s so unfair that we ran out of time”.
“It seems to you like he hates you. That must be really hard. I know you
like him a lot, so this is pretty confusing”.
“I know it’s hard for you to hear what I’m saying.”
“Me saying ‘No’ has made you angry with me. I get why you don’t want
to talk to me right now”

PACE in Practice

While PACE is simple in principle, applying it consistently in real-life situations can be challenging. Adults often feel the urge to correct or discipline, especially when confronted with disrespect or aggression. Yet practice shows that PACE-oriented responses defuse conflict and build stronger relationships.

Take, for instance, Emily, who becomes angry when denied a turn on the swings, yelling “I hate you!” A typical response might involve correcting her rudeness. A PACE-ful approach, however, acknowledges her anger with playfulness and empathy: “Wow, you’re really angry! It feels rubbish when you can’t do what you want.” Such responses validate her feelings while keeping the relationship intact.

Similarly, when Tom swears at his dad after school, a typical response might be punishment. But with PACE, his dad could say, “I can see you’re really angry. I’m wondering if something happened at school.” This curiosity and empathy create space for Tom to share his feelings rather than escalating conflict.

These examples illustrate how PACE transforms discipline into connection. Instead of viewing behaviours as personal attacks or defiance, adults see them as expressions of inner struggles. By responding with playfulness, acceptance, curiosity, and empathy, adults guide children toward emotional regulation, resilience, and trust.

Example:
Emily asks Mum if she can play on the swings. Mum says she can’t as they need to be home soon. Emily gets very upset and angry and starts yelling “that’s so unfair, I hate you. You’re horrible!!!!”
Typical response:
“Emily, don’t be so rude!”
“Life’s unfair!”
“I am not horrible and you don’t hate me.”
PACE-ful response:
“OH WOW [in an animated voice], you’re feeling REALLY ANGRY [with a concerned expression]….you think I’m being mean by not letting you go on the swings when you really want to go…I’m saying no and you really want to go and that feels rubbish…it’s so frustrating when
someone says we can’t do something that we want to do!”
“I’m really sorry you feel that I hate you Emily that must feel awful – no wonder you’re so angry and upset if you think I hate you! I’d want to scream and shout too…”
“It’s rubbish that we can’t do the things we enjoy right now…I’m missing the swings too…maybe we could all have a think about what other games we could on our way home…”

The 4 R’s of Responding with PACE

To support practical application, PACE can be aligned with the “4 R’s of Responding”: Regulate, Relate, Reason, and Repair. These steps provide a framework for managing challenging behaviours while maintaining emotional safety.

Regulate involves calming both the child and the adult. Adults must notice their own emotional state, ensuring they remain calm, compassionate, and engaged. They also help the child regulate by addressing immediate safety concerns and using soothing, light-hearted approaches.

Relate comes next, where adults seek to understand the meaning behind the child’s behaviour. Using curiosity and empathy, they explore the child’s motives, fears, or frustrations, showing genuine interest in their experience.

Reason follows, when the adult and child can discuss the behaviour rationally. Logical consequences may be introduced here, but always in a way that separates the behaviour from the child’s worth.

Repair is the final step, ensuring the relationship remains strong. This might include offering a hug, doing something enjoyable together, or using words and actions to affirm ongoing love and connection.

For example, if a child breaks a jar in a supermarket, a PACE-ful process would involve regulating emotions first, then relating by wondering what feelings triggered the act. Once calm, the child can reason about consequences, such as writing a letter of apology. Finally, repairing the relationship reassures the child that the incident does not damage their bond with the adult.

This structured yet compassionate approach ensures that discipline is balanced with emotional safety, turning difficult incidents into opportunities for growth.

Conclusion

PACE offers a trauma-informed, attachment-based framework for supporting children and young people. By integrating Playfulness, Acceptance, Curiosity, and Empathy into everyday interactions, adults can build stronger, safer, and more trusting relationships. The approach recognises that behind every challenging behaviour is an unmet need, an unspoken emotion, or a legacy of trauma. Instead of focusing narrowly on behaviour management, PACE invites adults to engage with the whole child, affirming their worth and supporting their healing journey.

Through consistent practice, PACE not only helps children regulate emotions but also strengthens the resilience of caregivers, teachers, and social workers. The “4 R’s of Responding” provide a practical framework for applying these principles, ensuring that discipline and connection go hand in hand. Ultimately, PACE reminds us that children are not problems to be fixed but individuals to be understood, supported, and valued.

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Trauma informed Social Work Practice

Trauma-informed social work practice is an approach to social work that takes into account the impact of trauma on the lives of individuals, families, and communities. This approach recognizes that trauma can have long-term effects on a person’s mental health, physical health, and well-being, and that individuals who have experienced trauma require specialized care and support.

The goal of trauma-informed social work practice is to create a safe and supportive environment for individuals who have experienced trauma. This approach emphasizes the importance of building trust and collaboration with clients, as well as empowering clients to make decisions about their own care. Trauma-informed social work practice also recognizes the role that societal and institutional trauma can play in the lives of individuals, and seeks to create change at a systemic level.

One of the key principles of trauma-informed social work practice is understanding the prevalence of trauma. Research has shown that a significant percentage of the population has experienced some form of trauma in their lives. This trauma can range from individual experiences, such as physical or sexual abuse, to collective experiences, such as discrimination or systemic oppression. Understanding the prevalence of trauma is essential in creating an environment that is sensitive to the needs of individuals who have experienced trauma.

Another principle of trauma-informed social work practice is the importance of safety. Trauma can create feelings of fear, anxiety, and vulnerability, which can make it difficult for individuals to engage in social work services. Trauma-informed social work practice emphasizes the importance of creating a safe environment for clients, both physically and emotionally. This may involve providing privacy and confidentiality, ensuring that clients have control over their own care, and creating a space that is calm and welcoming.

Trauma-informed social work practice also emphasizes the importance of empowerment. Clients who have experienced trauma often feel disempowered and may have difficulty trusting others. Trauma-informed social work practice seeks to empower clients by providing them with information, support, and tools to help them make decisions about their own care. This may involve working collaboratively with clients, recognizing their strengths and resources, and supporting them in setting goals that are meaningful to them.

Cultural humility is also a key aspect of trauma-informed social work practice. Social workers must recognize the ways in which cultural differences can impact the experience of trauma, as well as the ways in which cultural beliefs and practices can be a source of strength and resilience. Cultural humility involves recognizing one’s own cultural biases and limitations, and working to create a culturally responsive and inclusive environment for clients.

Finally, trauma-informed social work practice recognizes the importance of collaboration and partnership. Addressing the impact of trauma requires a multidisciplinary approach, and social workers must work collaboratively with other professionals, such as mental health providers, medical professionals, and educators. Trauma-informed social work practice also recognizes the importance of community partnerships, and seeks to create partnerships with community organizations and leaders to create a more supportive and responsive environment for individuals who have experienced trauma.

In conclusion, trauma-informed social work practice is an approach to social work that recognizes the impact of trauma on the lives of individuals, families, and communities. It emphasizes the importance of understanding the prevalence of trauma, creating a safe and empowering environment for clients, practicing cultural humility, and collaborating with other professionals and community partners. By adopting a trauma-informed approach, social workers can provide more effective care and support to individuals who have experienced trauma, and contribute to creating a more just and equitable society.

Neuroplasticity, emotional affect and regulation

Neuroplasticity

Neuroplasticity refers to the brain’s ability to reorganize itself by forming new neural connections throughout life. This process is crucial for learning, memory, and recovery from brain injuries. Andrew Huberman emphasizes that neuroplasticity enables the brain to adapt to experiences, which is foundational for skill acquisition and rehabilitation.

Key processes involved in neuroplasticity include:

  • Long-term potentiation (LTP) and long-term depression (LTD): These are mechanisms that strengthen or weaken synapses based on activity levels. LTP increases the efficiency of synaptic transmission, while LTD decreases synaptic strength.
  • Experience-dependent plasticity: Changes in the brain due to experiences, such as learning a musical instrument or mastering a new language.
  • Experience-expectant plasticity: Refers to the brain’s ability to adapt based on expected sensory experiences, which is especially critical during developmental stages.

Emotional Affect

Emotional affect pertains to the experience and expression of emotions. It plays a pivotal role in shaping our responses to various stimuli, influencing our motivation, behavior, and overall mental health. Emotional regulation, or how we manage our emotions, is integral to maintaining emotional balance and well-being.

Key points regarding emotional affect include:

  • Impact of emotions on behavior: Emotions can significantly influence decision-making and interpersonal relationships. High emotional states may impair rational thought, while effectively regulated emotions can enhance performance and social interactions.
  • The role of neuroplasticity in emotional regulation: Learning to regulate emotions can lead to lasting changes in brain structure and function, enhancing an individual’s ability to cope with stress and adversity.
  • discusses how mindfulness and cognitive behavioral strategies can trigger neuroplastic changes that reinforce positive emotional responses.

Emotional Regulation

Emotional regulation involves strategies to influence which emotions we have, when we have them, and how we experience and express them. Effective emotional regulation is linked to better mental health outcomes and the ability to handle stress.

Techniques for emotional regulation include:

  • Cognitive reappraisal: Changing the way we think about a situation to alter its emotional impact. This technique promotes emotional resilience by fostering a positive outlook.
  • Mindfulness practices: Engaging in mindfulness and meditation can enhance awareness of emotional states, promote acceptance, and reduce automatic responses to emotional stimuli.
  • Physical activities: Exercise can serve as a powerful tool for emotional regulation, improving mood and reducing stress by releasing endorphins and other beneficial neurochemicals.

The importance of social connections and support systems in emotional regulation. Relationships provide a buffer against stress and contribute to emotional resilience.

Integration of Concepts

Understanding how neuroplasticity interacts with emotional affect and regulation is crucial for personal development and psychological well-being. Research shows that:

  • Engaging in activities that promote learning and emotional regulation can lead to structural brain changes that enhance resilience.
  • Chronic stress can negatively affect neuroplasticity, leading to issues like anxiety and depression, while positive experiences can promote adaptive changes in the brain.

Introduction to “Self” and “Use of Self” in Social Work

The concept of “self” is essential in social work practice. Yet, there is no universal agreement on what “self” means, leading to challenges in applying and teaching “use of self.” This term refers to the ways social workers use their personalities, insights, and emotional responses to engage with clients. The article seeks to define “self” within a theoretical framework that social workers can rely on for effective practice.

Theories of “Self” in Developmental Psychology

Trevithick delves into infant psychological development to explain how a sense of self emerges. The theories examined include:

  1. Bowlby’s Attachment Theory: Describes “internal working models” formed in early caregiver relationships, shaping individuals’ future attachments and self-perceptions.
  2. Feminist Perspectives on Gendered Self: Feminist theories argue that identity formation is influenced by societal roles, often creating distinct gendered expectations and identities for boys and girls.
  3. Psycho-Social Development Models: Several models (e.g., Erikson’s stages of psycho-social development, Piaget’s cognitive development stages) view human development as a series of stages shaped by relationships and experiences, each contributing to self-identity.

Core Concepts of Self

The “self” can be described with various characteristics:

  • Core vs. Adaptive Self: The “core self” is a stable inner identity, while the “adaptive self” reflects how individuals adjust to different contexts.
  • Public and Private Self: Some aspects of “self” are public (how one behaves socially), while others are private, more intimate, and inner-directed.
  • True and False Self: Introduced by Winnicott, the “true self” represents one’s authentic nature, while the “false self” is a defensive response to protect the “true self” in adverse environments.

Bowlby’s Internal Working Models

These models are mental frameworks developed from early experiences that guide expectations in future relationships. For social workers, understanding their own internal working models, as well as those of clients, helps create more supportive interactions.

Non-Verbal Communication in Social Work

The article highlights the importance of non-verbal cues in social work, which often reveal underlying emotions and states. Practitioners should be adept at reading body language, tone, and expressions to understand clients better. This skill enhances the “use of self” by allowing social workers to respond empathetically and intuitively.

Self-Awareness and Reflexivity

Self-awareness is fundamental in the “use of self,” enabling practitioners to recognize their reactions, biases, and emotions. This awareness aids social workers in maintaining objectivity and empathy, vital for effective client interactions. Trevithick emphasizes that self-awareness should be continuously cultivated through reflection, emotional honesty, and a “curious exploration of self.”

Developing a Coherent Framework for “Use of Self”

Trevithick proposes a theoretical framework linking three elements:

  1. Internal Working Models: Practitioners should recognize how these models influence their reactions and interactions.
  2. Communication Theory: Understanding non-verbal cues enriches the relational dynamics of social work.
  3. Self-Awareness: Reflecting on one’s behavior, beliefs, and emotions is key to developing a responsive and ethical practice.

Conclusion

The article emphasizes that to apply “use of self” effectively, social workers need a coherent framework grounded in psychological theories, communication skills, and self-awareness. This approach fosters genuine connections and therapeutic relationships in social work, highlighting the profession’s relational essence and commitment to client-centered care.

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Adverse Childhood Experiences (ACEs)

What are ACEs

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences that can have a huge impact on children and young people throughout their lives.

The ten widely recognised ACEs, as identified in a US study from the 1990s, are:

Abuse:

  • physical
  • sexual
  • verbal

Neglect:

  • emotional
  • physical

Growing up in a household where:

  • there are adults with alcohol and drug use problems
  • there are adults with mental health problems
  • there is domestic violence
  • there are adults who have spent time in prison
  • parents have separated

As well as these 10 ACEs there are a range of other types of childhood adversity that can have similar negative long term effects. These include bereavement, bullying, poverty and community adversities such as living in a deprived area, neighbourhood violence etc.

We are committed to addressing all types of childhood adversity, and this is anchored in our long-standing, national approach of Getting it right for every child.

Why ACEs matter

Childhood adversity can create harmful levels of stress which impact healthy brain development. This can result in long-term effects on learning, behaviour and health.

Evidence from ACE surveys in the US, UK and elsewhere demonstrates that ACEs can exert a significant influence throughout people’s life.

ACEs have been found to be associated with a range of poorer health and social outcomes in adulthood and that these risks increase as the number of ACEs increase.

Research from Wales found that people who reported experiencing four or more ACES are:

  • 4x more likely to be a high-risk drinker
  • 16x more likely to have used crack cocaine or heroin
  • 6x increased risk of never or rarely feeling optimistic
  • 3x increased risk of heart disease, respiratory disease and type 2 diabetes
  • 15x more likely to have committed violence
  • 14x more likely to have been victim of violence in the last 12 months
  • 20x more likely to have been in prison at any point in their life

Consideration of ACEs is therefore crucial to thinking about how to improve the lives of children and young people, to support better transitions into adulthood, and achieve good outcomes for all adults.

What are we doing to address ACEs

As set out in the Programme for Government 2018 to 2019, we are committed to preventing ACEs and helping to reduce the negative impacts of ACEs where they occur and supporting the resilience of children, families and adults in overcoming adversity.

We are take forward action in four key areas:

1. Providing inter-generational support for parents, families and children to prevent ACEs

2. Reducing the negative impact of ACEs for children and young people

3. Developing adversity and trauma-informed workforce and services

4. Increasing societal awareness and supporting action across communities 

We held an ACEs ministerial event in March 2018 in Glasgow involving people working across a wide-range of related sectors and Year of Young People Ambassadors. This explored what was working well, where further action is needed and opportunities for collaboration.

Through our Getting it right for every child approach, families and children can be supported by services to prevent and reduce adversity and the negative outcomes associated with it.

We will build on our existing policies, including:

Our policies in the following areas are also relevant:

Addressing ACEs is also about better supporting adults who have been through adversity and trauma.

We are working with NHS Education for Scotland and have announced £1.35 million funding to deliver a national trauma training programme. This will help Scotland’s current and future workforce develop skills and services that respond appropriately to people’s adverse childhood experiences and other traumatic experiences.

Consideration of ACEs is increasingly informing the development of national policy. For example, the Justice in Scotland: Vision and Priorities 2017 to 2020 identified ACEs as a key issue. A range of actions are being taken to reduce their impact e.g. measures to reduce parental incarceration by moving to a presumption against short prison sentences.

We are also working with the Scottish ACEs Hub (co-ordinated by NHS Health Scotland) which aims to raise awareness and understanding about ACEs and progress national action. For example, the Scottish ACEs Hub, in conjunction with Education Scotland, held a conference in March 2018 on addressing childhood adversity to support children’s learning and wellbeing.

Source

Read more: NHS Health Scotland