AS 团的第 9 年

余不灵

来自: 余不灵(bling bling的) 2016-11-12 23:20:12

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  • 德里纳的河

    德里纳的河 (五月) 2017-03-05 20:56:45

    对于自省的部分,很认同。

  • ネコザムライ

    ネコザムライ (现世为梦,夜梦为真,一语成谶) 2017-03-21 02:36:03

    我觉得,干预AS以培养更好的生存技能,针对技能培养方面,不是合法不合法的问题,而是一个刚需。干预AS且以将其改造为NT为目标,则是不符合人的基本权益。并且如果想在未来能将AS视为一类有特异化需求的性格差异而非疾病,就不能过多强调AS的与众不同和AS障碍。AS人群本身似乎也没有什么地方需要无障碍通道,就像彩虹人群一样,他们虽然是一个有特征的群体且需要一些资源的支持但是并不需要无障碍通道。

  • 余不灵

    余不灵 (bling bling的) 2017-03-21 12:18:09

    我觉得,干预AS以培养更好的生存技能,针对技能培养方面,不是合法不合法的问题,而是一个刚需。 我觉得,干预AS以培养更好的生存技能,针对技能培养方面,不是合法不合法的问题,而是一个刚需。干预AS且以将其改造为NT为目标,则是不符合人的基本权益。并且如果想在未来能将AS视为一类有特异化需求的性格差异而非疾病,就不能过多强调AS的与众不同和AS障碍。AS人群本身似乎也没有什么地方需要无障碍通道,就像彩虹人群一样,他们虽然是一个有特征的群体且需要一些资源的支持但是并不需要无障碍通道。 ... ネコザムライ

    对于不过分强调差异的观点很认同,但必须同时需要考虑到低功能人群的权益。我认为低功能本身就是对于环境的一个相对概念。比如,普通学校教学环境为NT设置,那么设置协助老师则是对于低功能ASD接受普通教育的无障碍通道。

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  • 余不灵

    余不灵 (bling bling的) 2017-03-21 15:45:02

    我提到的“合法”不仅仅是指既定法律,更多是指公平合理的社会法则。培养生存技能无可厚非,实际上对于不论NT或ASD任何人都需要提高生存技能。可是我们还应该考虑,技能对抗的生存环境是普便存在还是社会不公,面对不公平的环境,刚需自然存在,但也允许对于环境的质疑。

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  • ネコザムライ

    ネコザムライ (现世为梦,夜梦为真,一语成谶) 2017-03-21 21:59:39

    对于不过分强调差异的观点很认同,但必须同时需要考虑到低功能人群的权益。我认为低功能本身就是 对于不过分强调差异的观点很认同,但必须同时需要考虑到低功能人群的权益。我认为低功能本身就是对于环境的一个相对概念。比如,普通学校教学环境为NT设置,那么设置协助老师则是对于低功能ASD接受普通教育的无障碍通道。 ... 余不灵

    我的同学里有小学老师,就遇到了有可能有AS或者自闭症(未诊断)的小孩,学校配备了心理医生可以免费帮助,但是小孩家长就拼命阻拦不允许老师帮忙,认为小孩没毛病都是学生和学校欺负人,学校态度的多一事不如少一事,弄得老师两头不是人,都抑郁了。所以特殊化不是一个可行的方向,非特殊化才是。低功能自闭症和高功能自闭症、AS人群其实也不是一个情况,对于AS,由于原本就是一个接受一定帮助后可以和普通人一样生活的群体,被单拎出来贴标签坏处大于好处。

  • 余不灵

    余不灵 (bling bling的) 2017-03-21 23:14:53

    我的同学里有小学老师,就遇到了有可能有AS或者自闭症(未诊断)的小孩,学校配备了心理医生可以 我的同学里有小学老师,就遇到了有可能有AS或者自闭症(未诊断)的小孩,学校配备了心理医生可以免费帮助,但是小孩家长就拼命阻拦不允许老师帮忙,认为小孩没毛病都是学生和学校欺负人,学校态度的多一事不如少一事,弄得老师两头不是人,都抑郁了。所以特殊化不是一个可行的方向,非特殊化才是。低功能自闭症和高功能自闭症、AS人群其实也不是一个情况,对于AS,由于原本就是一个接受一定帮助后可以和普通人一样生活的群体,被单拎出来贴标签坏处大于好处。 ... ネコザムライ

    暂时保留意见。因为我还没看到差异化带来坏处的逻辑必然,你的例子我认为是认识误区造成的,一是可以通过了解改善,二是不具发展普遍性。

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  • ネコザムライ

    ネコザムライ (现世为梦,夜梦为真,一语成谶) 2017-03-22 00:02:41

    暂时保留意见。因为我还没看到差异化带来坏处的逻辑必然,你的例子我认为是认识误区造成的,一是 暂时保留意见。因为我还没看到差异化带来坏处的逻辑必然,你的例子我认为是认识误区造成的,一是可以通过了解改善,二是不具发展普遍性。 ... 余不灵

    像是在tony attwood的书里就在提倡换种角度去界定AS,去探索和延伸AS的能力而不是将它当作一个病或无法治愈的症候群来对待
    {以下摘自《Exploring Depression and Beating the Blues-A CBT Self-Help Guide to Understanding and Coping with Depression in Asperger's Syndrome(ASD-Level 1)》/ Tony Attwood and Michelle Garnett}

    【Stage 2】
    What Is Depression?

    2.1 The Discovery of Aspie
    Read the following article and answer the questions at the end.

    【The Discovery of Aspie By Carol Gray and Tony Attwood】
    Some of the best discoveries of modern times were creative and determined efforts to answer ‘What if…?’ questions. What if people could fly? What if electrical energy could be harnessed to produce light? What if there was an easily accessible, international communication and information network? The answers have resulted in permanent changes: air travel, light bulbs, the Internet. These discoveries have rendered their less effective counterparts practically extinct: gone are the stagecoach, gas lighting, and multi-volume hardbound encyclopaedias. These improvements remind us of our option and ability to experiment, re-mould, re-think, and imagine. In that spirit, we propose a new question: What if Asperger’s syndrome was defined by its strengths? What changes might occur?

    【Moving from diagnosis to discovery】
    Making any diagnosis requires attention to weaknesses, the observation and interpretation of signs and symptoms that vary from typical development or health. Certainly, it would be a little disarming to visit a doctor for a diagnosis, only to have her inquire, ‘So, what feels absolutely great?’
    The DSM-5 (American Psychiatric Association 2013) assists in the identification of a variety of mental disorders. It is used by psychiatrists and clinical psychologists to match observed weaknesses, symptoms and behaviours to text. In the DSM-5, Autism Spectrum Disorder, such as Asperger’s syndrome, is identified by specific diagnostic criteria, a constellation of observed social communication characteristics and behaviours. Once diagnosed, a child or adult with the diagnosis is referred to as a person with an Autism Spectrum Disorder such as Asperger’s syndrome.
    Unlike ‘diagnosis,’ the term ‘discovery’ often refers to the identification of a person’s strengths or talents. Actors are discovered. Artists and musicians are discovered. A great friend is discovered. These people are identified by an informal combination of evaluation and awe that ultimately concludes that this person –more than most others –possesses admirable qualities, abilities, and/or talents. It’s an acknowledgment that, ‘…you know, he’s better than me at…’ In referring to people with respect to their talents or abilities, diagnostic terminology is not required; labels like musician, artist, or poet are welcomed and considered complimentary.
    If Asperger’s syndrome was identified by observation of strengths and talents, it would no longer be in the DSM-5, nor would it be referred to as a syndrome. After all, a reference to someone with special strengths or talents does not use terms with negative connotations (it’s artist and poet, not Artistically Arrogant or Poetically Preoccupied), nor does it attach someone’s proper name to the word ‘syndrome’ (it’s vocalist or soloist, not Sinatra’s Syndrome).
    New ways of thinking often lead to discoveries that consequently discard their outdated predecessors. It could result in typical people rethinking their responses and rescuing a missed opportunity to take advantage of the contribution of those with Asperger’s syndrome to culture and knowledge.

    【Discovery criteria for Asperger’s syndrome by Attwood and Gray】
    A. A qualitative advantage in social communication and social interaction, across multiple contexts, as manifested by a majority of the following, currently or by history:
    1. peer relationships characterized by absolute loyalty and impeccable dependability
    2. freedom from sexism, ‘ageism’, or cultural or social status biases; ability to regard others at ‘face value’
    3. speaking one’s mind irrespective of social context or adherence to personal beliefs
    4. ability to pursue personal theory or perspective despite conflicting evidence
    5. seeking an audience or friends capable of: enthusiasm for unique interests and topics; consideration of details; spending time discussing a topic that may not be of primary interest to others
    6. listening without continual judgement or assumption
    7. interest primarily in significant contributions to conversation; preferring to avoid ‘ritualistic small talk’ or socially trivial statements and superficial conversation
    8. seeking sincere, positive, genuine friends with an intelligent sense of humour.

    ALSO: Fluent in Aspergerese, a social language characterized by at least three of the following:
    1. a determination to seek the truth
    2. conversation free of hidden meaning or agenda
    3. advanced vocabulary and interest in words
    4. fascination with word-based humour, such as puns
    5. advanced use of pictorial metaphor.

    B. Cognitive skills characterized by at least four of the following:
    1. strong preference for detail
    2. original, often unique perspective in problem solving
    3. exceptional memory and/or recall of details often forgotten or disregarded by others, for example: names, dates, schedules, routines
    4. avid perseverance in gathering and cataloguing information on a topic of interest
    5. persistence of thought
    6. encyclopaedic or digital knowledge of one or more topics
    7. knowledge of routines and a focused desire to maintain order, consistency and accuracy
    8. clarity of values/decision making unaltered by social, political or financial factors
    9. acute sensitivity to specific sensory experiences and stimuli, for example: hearing, touch, vision, and/or smell.

    C. Additional possible features:
    1. strength in individual sports and games, particularly those involving endurance, visual accuracy or intellect, including rowing, swimming, bowling, chess
    2. ‘social unsung hero’ with trusting optimism: frequent victim of prejudices and predatory behaviour of others, while steadfast in the belief of the possibility of genuine friendship
    3. increased probability over general population of attending university after high school
    4. often take care of others outside the range of typical development.

    Perhaps we have discovered the next stage of human evolution?

  • ネコザムライ

    ネコザムライ (现世为梦,夜梦为真,一语成谶) 2017-03-22 00:14:41

    暂时保留意见。因为我还没看到差异化带来坏处的逻辑必然,你的例子我认为是认识误区造成的,一是 暂时保留意见。因为我还没看到差异化带来坏处的逻辑必然,你的例子我认为是认识误区造成的,一是可以通过了解改善,二是不具发展普遍性。 ... 余不灵

    我的意思是这样,与其希望环境对AS以“人道”眼光看待,对AS的“残缺”“网开一面”,不如促进环境将AS当成个性和长处都非常鲜明的一个群体同时提供特异化的帮助体系。至于低功能问题,AS没有低功能的因为在诊断条件里有明确注明低功能的应划分到自闭症而非AS。

  • 余不灵

    余不灵 (bling bling的) 2017-03-22 08:06:07

    我的意思是这样,与其希望环境对AS以“人道”眼光看待,对AS的“残缺”“网开一面”,不如促进环 我的意思是这样,与其希望环境对AS以“人道”眼光看待,对AS的“残缺”“网开一面”,不如促进环境将AS当成个性和长处都非常鲜明的一个群体同时提供特异化的帮助体系。至于低功能问题,AS没有低功能的因为在诊断条件里有明确注明低功能的应划分到自闭症而非AS。 ... ネコザムライ

    了解了。我目前仍然坚持AS是位于level-1附近的ASD的观点和ASD普遍意义的群体视角,我们的立论基础和角度有很大不同,这个讨论可以结束了,不然就进入了无实际意义的泛论。但对于你提出的“一个隐秘的自助协助系统”这个我觉得特别有意思,继续关注你的Self-CBT。

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  • 余不灵

    余不灵 (bling bling的) 2017-03-22 08:37:08

    不过仍然要提醒,除非经过专业学习和训练,心理学知识和方法非常容易被错误的滥用。

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  • ネコザムライ

    ネコザムライ (现世为梦,夜梦为真,一语成谶) 2017-03-22 16:05:47

    了解了。我目前仍然坚持AS是位于level-1附近的ASD的观点和ASD普遍意义的群体视角,我们的立论基 了解了。我目前仍然坚持AS是位于level-1附近的ASD的观点和ASD普遍意义的群体视角,我们的立论基础和角度有很大不同,这个讨论可以结束了,不然就进入了无实际意义的泛论。但对于你提出的“一个隐秘的自助协助系统”这个我觉得特别有意思,继续关注你的Self-CBT。 ... 余不灵

    谢谢提醒,实际上我定期去看咨询师的所以一旦开始cbt流程可以每周接受额外指导,之所以没有马上进行CBT而是先等等也跟咨询师的一条建议有关呢…我个人不太倾向于CBT完全真的自己来。隐秘不隐秘和另一个颇有意味的现状有关,是我从youtube上的AS自制视频看到的,女性AS中的很大部分都会有意无意进行NT化的伪装,以至于其中一些伪装得非常好的AS在前往心理诊所时无法顺利得到AS诊断。女性的社交发展比男性要相对来说发达且发展得早,如果善于社交的人倾向于隐藏自己的AS属性而非暴露,我觉得这意味着很多事情。甚至还有骗婚的,当然骗婚我觉得就不好了。AS和ASD的分类问题早有耳闻,业界有争论嗯嗯。

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