for service dvisory ami- on and a , their f a ers inform ity Disord e are an ectrum ommun p W ealand c u sm S with

with A r New Z ide people d the w anau an lies, wh

Introduc on

INSIDE THIS ISSUE

Page 1 Introduc on and The BIG Impact of Small Talk In the Workplace The Transi on from School into Adulthood The Transi on from School into Adulthood contd... A Parents Perspec ve Daniels Story - How Daniel Got His Job The BIG Impact of Small Talk in the Workplace Altogether Au sms Role Regional Coordinators Contact Details and Upcoming Regional Network Mee ngs, 2012

elcome to the second edi on of the Altogether Au sm Journal. You will nd the main focus of this issue is Transi on. We get many requests from parents and teachers asking for informa on around transi oning into the workplace as children are about to nish school. What sort of job would they be be er suited to? How to write a CV? Strategies to help cope with the anxiety of an interview. Are there any organisa ons in my area to help us now that my child is about to leave school and look for work? In this edi on you will nd ar cles from our Clinical Consultant, Tanya Breen and ar cles from two members of our Consumer Reference Group, Nan Jensen and John Greally. Nans son who has Aspergers, recently le school and embarked on a search for a job, they both give their view on this experience; and John Greally has put together an ar cle with some useful advice regarding small talk in the workplace. We hope that you nd this second edi on of our journal helpful and thought provoking. Paula Gardner

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The BIG Impact of Small Talk in the Workplace

A BRIEF LOOK AT JUST ONE OF THE SKILLS THAT CAN BE PRE-LEARNED TO HELP EASE THE TRANSITION FROM ADOLESCENT TO ADULT, FROM SCHOOL TO WORKPLACE.

colleagues. Most people without au sm (who make h, small talk that seemingly nonsensical up 99% of the workforce ritual engaged in by folk remember this!) place a high who do not have a type Co-worker: Its soooo cold out there. value on inter-personal of au sm, people was ng me You: I know I cant wait for summer. rela onships. So much so that a talking about stupid subjects that Co-worker: Me too. I especially disliked good rela onship with one's no one really cares about. Or is the driving rain earlier on. supervisor and liking one's cothere more to it? [Discuss with a Parent or Mentor what workers are consistently rated as If you are on the Spectrum and might have happened if you had not major ingredients in experiencing reading this, then you might played your part in that example of job sa sfac on. agree with that statement. You sharing small-talk, or if you had merely Many Aspies struggle may also wonder why you should replied Is it? or quietly said Yes] with the idea that bother with something that seems such small talk, in the workplace so dumb - but also seems so hard to and elsewhere, can really be that do! important because they Unfortunately, small talk is a really important misunderstand how much of... workplace skill to exercise. It is most o en the rst Con nued on page 6... step in establishing rela onships with your Website: www.altogetherau sm.org.nz Email: info@altogetherau sm.org.nz FREEPHONE: 0800 273 463

The Transi on from School into Adulthood

eaving school can be an anxious me for both people with au sm spectrum disorder (ASD) and their parents. The NZ Au sm Spectrum Disorder Guideline is an evidence-based summary of ASD, wri en by NZ experts. This Guideline has many recommenda ons for the transi on from school into adulthood for people with ASD. Leaving School Change is dicult for people with ASD because common characteris cs of ASD include restricted interests and ac vi es. Leaving school results in huge changes in the daily ac vi es of any person; the environment in which much of the day was spent, the ac vi es that were done in this environment, when they were done, and who they did them with. In addi on, rela onships with people who have provided support throughout the individuals me at high school may be coming to an end, and there may be the prospect of unemployment or underemployment (working below the individuals level of skill). Careful planning is recommended to minimise the anxiety that this transi on may result in for people with ASD and their families and to make sure that the transi on is as successful as possible. Sugges ons include:

work as opposed to full me An cipa ng problems before they occur and solving these problems crea vely

Further Educa on While further educa on should be an op on for all people, regardless of ability, barriers are some mes faced by people who are dierent. The symptoms of ASD that may aect the success of an individuals further educa on and should be included when planning for the transi on include:
Problems making and keeping friends, which may

lead to social isola on

A lack of ini a ve, using self help and

independence skills Low levels of condence and self esteem Odd use of language Very literal understanding of language Intense interests A lack in awareness of emo ons of other students and sta Overreac on to change Poor understanding of non-verbal communica on Poor motor skills Any other mental health problems that may be unrecognised

There are many aspects of further educa on environments that make the transi on dicult for people with ASD. These environments are o en crowded and noisy, and require the student to go to dierent rooms for lectures, tutorials, lab work etc. In addi on, the main method of teaching is verbal communica on. Most universi es and polytechnics have specialist student support services which provide extra help with things such as study skills, exam assistance and note taking. Other strategies of support that may be provided by the student support services or required to be organised by other sources include career counselling for course selec on, a guide or buddy system for new students, mentoring, one-on-one tutoring, reforma ng course materials, resources such as computer access and rest rooms, and telling sta about the ASD diagnosis. The NZ ASD Guideline has specic advice for the teaching of students with ASD directed toward tutors and lecturers, and ways that they can minimise stress for individuals with ASD during exams.

Making sure that the wishes of the individual with ASD are taken into account Carefully choosing the type and place of work or study Collabora on between the funders of adult services and the educa on sector Flexible commencement of further study or work, so that the person will not be overwhelmed Funding to help if the transi on is gradual, for example, star ng part me

Website: www.altogetherau sm.org.nz Email: info@altogetherau sm.org.nz FREEPHONE: 0800 273 463

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The Transi on from School into Adulthood con nued...

Work It is a normal goal in life to become a worker. With work comes benets such as success and status. Whatever their ability, all people with ASD can become involved in work that is meaningful. There are many characteris cs of ASD that are related to work, some of which may help, and some which may hinder employment success. These include:

workers about ASD and the benets of employing someone with ASD, and by educa ng the individual with ASD about ways that they may face discrimina on and about their workplace rights. Helpful strategies for work supervisors of people with ASD are:
Modifying the job to keep the rou ne and du es

Punctuality A en on to detail Loyalty Perfec onism Independence Enjoyment of rou ne or tasks that are repe ve Preference for structured me Preference for no interrup ons Dicul es with social skills and working in teams Dicul es or stress reac ons to mul tasking, deadlines, and change in or conict of priori es Reluctance to ask for help Low awareness of danger Dicul es with me management Dicul es with change in work mates, environment or condi ons

Some mes it is dicult for individuals with ASD to nd and keep work. They are o en underemployed and rely upon their families to help them nd work. People with ASD require support in nding work, learning how to do the job, ge ng assistance in comple ng the job, addressing both work related and non work related issues, and transporta on. It has been found that when specialist employment services are involved, people with ASD are more likely to have posi ve work outcomes. The NZ ASD Guideline recommends that individuals with ASD have control of their occupa onal futures, can access specialist employment services, and receive follow up support. Employment specialist services can help by ac ng as facilitators, helping with social integra on, taking account of the needs of employers, carefully matching jobs and individuals, clearly explaining du es and expecta ons, breaking down complex tasks, and organising one-on-one job training. They can also help by suppor ng the individual in deciding whether to disclose their diagnosis, educa ng employers and co-

consistent Keeping the social aspects of the job manageable Having others structure and keep track of the work Adding ac vi es to reduce unstructured me Supervision that includes direct, specic instruc ons, verica on of the understanding of communica on, assis ng the learning and understanding of social cues, and explaining and helping the employee with job changes Helping to promote posi ve social rela ons by encouraging co-workers to ini ate interac ons, having several other employees to give advice on job-related ma ers and to look out for the employee Support services to provide reassurance un l the employee and other sta get to know one another, the transferring of the supports to other employees, the supervisor being available in case work problems arise, and also available to discuss non-work problems that may aect the job If you would like a copy of the NZ ASD Guideline, you can order a hardcopy, or download it in PDF format from : hhtp://www.moh.govt.nz/moh.nsf/indesmh/nz-asdguideline-apr08 Reference Ministries of Health and Educa on (2008). For more detailed information on:
New Zealand Au sm Spectrum Disorder Guideline. Wellington: Ministry of Health parent-implemented behaviour man-

agement

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A Parents Perspec ve

y son Daniel who is 18 years old and has Aspergers Syndrome, nished high school in 2010. I had heard about transi on programmes but we never really got involved in any that may have been our own fault. I knew of one service with a really good reputa on. They told me that their job service was so full we couldnt even get on the wai ng list. They oered us another service that involved accompanying us to meet job services and day services, things that I gured we could really do ourselves. In the end we went to a job service (on our own). They were very friendly, but I expected a service where they would nd employers willing to hire people with disabili es. They oered to go over Daniels CV (something I had already done) and then they spent about an hour with him going into supermarkets and shops dropping in his CV. A er that he was on his own, wandering around town dropping CVs o. I helped him do some online applica ons too. One day the job service rang and told him there was a job going at Countdown and he should go in and apply. Daniel was under the impression that they had spoken to Countdown about him. He did no other job

searching for several weeks while we waited to hear from Countdown. I told Daniel I thought he needed to ring them, and it turned out they had received 200 applica ons. The person from the job service had just been in the supermarket and seen a sign about the job. I dont know how they would expect the kid with a disability to get a job when compe ng with 199 other people! Anyway Daniel eventually found two jobs without any help from the job service (one was here in our neighbourhood we saw a sign and he just rang up, no CV required the other was through a contact of mine). What frustrated me was the fact that the job service rang us regularly, and when he had found a job they wanted to know where it was and whether the employer wanted any other employees with disabili es. They said they needed to report to government about the jobs he had go en, and it made me feel that they were taking credit for nding jobs that Daniel found himself. Id be interested to know what experience others have had with transi on services how they found out about them, and what experiences they had. By Nan Jensen

Daniels Story - How Daniel Got His Job

any people have told me during my ve years in High School that having a job was harder than wri ng essays and dealing with crabby teachers. A er leaving those years behind me, I found a spot at a local tomato glasshouse (or, as my boss insisted we call it, eco-factory). It wasnt cushy, as it was usually sweltering hot plucking and pruning the plants for hours on end, and it was quite a shock to my system to be expected at work at the same me I usually woke up for the day for school. However, it was money in my pocket, I quickly warmed up to my boss and colleagues (everyone adding up to a small team of ve, including the boss wife) and the sense of accomplishment that I received a er a hard days work seemed to outweigh the tempta on of bumming

around at home all day. However, no one had bothered to men on the ny complica on of nding work in the rst place. Everyone whos experienced more than a few weeks of high school knows someone thats managed to squeeze some part- me work between their stacks of homework. However, very few people understood around this me how lucky these few actually are. High School is very dierent from, dare I say it, the Real World. In High School theres a plethora of teachers who are there primarily to help you, there are plenty of learning environments dedicated to study and quiet. Youre in school to learn, and you have all the resources and assistance at your nger ps. In the Real World, youre all alone. There is no Job Hun ng 101 course. All of a sudden, youre

Website: www.altogetherau sm.org.nz Email: info@altogetherau sm.org.nz FREEPHONE: 0800 273 463

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Daniels Story - How Daniel Got His Job con nued...

playing the game of Life, where the other players are, well, everyone, and no one has bothered to tell you the rules. Not that everything is all doom and gloom the moment you graduate. You will have your family behind you, of course, and there are hundreds of sources both on the internet and in the library, and there are even school career advisers to guide you on your way. Learning how to write CVs is actually so similar to anything you Nan might learn to do in English class, though of course youll have to teach yourself with whatever help you can get. I found myself spending hours copying sample CVs from the internet just to compare it to my, to put it lightly, primi ve a empts at construc ng one from scratch. Its not hard, but it s ll takes prac se! However, at the end of the day, it all comes down to what you do. Eventually, it comes down to you ac vely seeking out your rst job, whether by surng the internet, taking volunteer courses to upgrade your CV to say, for example, Experienced in Retail Services, or physically walking store to store handing in your CV or lling out an applica on form. The la er method was, personally, the most terrifying part of the whole ordeal. The fact is, very few stores have recep ons, or even sta, specically designed or trained to deal with people seeking employment. Even company websites make it very clear that they have very few posi ons for entry-level applicants! The rst me I decided to cruise around town and try my luck at several familiar hotspots (such as electronics and video game stores what can I say, I was really, really hoping I would get lucky), I actually refused to enter any store without having the support of my mother right outside and even then, I felt like a thousand bu eries were frolicking in my stomach! But the weird thing is, I quickly got used to walking into every second store and trying my luck, actually drawing on my nerves and somehow channelling them into determina on to get the whole ordeal over with! Though I swear I never actually enjoyed it, there was some bizarre exhilara on in nding a spot between queues when I could a empt to make the a endant take my CV without bringing on self-guilt of holding up the queue! I have to say, though, I forgot that there were small businesses with far less compe on in the small village I lived in than in the bustling city. I got my rst job not by my own eorts, but by luck or more accurately, my mothers observa onal skills. She and I were walking the Daniel dog one day when my mother no ced a sign sta ng Help wanted standing outside the tomato glasshouse, which I would have no ced if I wasnt busy staring at the ground and daydreaming. I guess I learnt that day that hard work and perseverance actually came second to keeping an open eye and mind. And even that comes second to seizing opportuni es when they arise! Just a few days a er I began work, the Boss got a phone call during smoko (a term which shocked me un l I learnt that it meant break me) from another young lad who had seen the sign and wanted my posi on! I couldnt believe that if I had delayed just a few days, I would s ll be running up and down shopping malls giving out CVs! So, in conclusion, I want to express that though this new *stage* of life that all must go through is by no means easy or even pleasant, it is by no means impossible. By Daniel, age 18 years

Website: www.altogetherau sm.org.nz Email: info@altogetherau sm.org.nz FREEPHONE: 0800 273 463

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The BIG Impact of Small Talk in the Workplace con nued...

From page 1. is all about culture not language. Every workplace has a hard-to-dene culture that we all must learn to navigate in order to increase the chances of keeping our job and advancing and enjoying such a large part of our lives. Technical skills alone will seldom get you there. Perhaps in an ideal world, co-workers might accept many Aspies prefer to skip small-talk and concentrate more on their job. Meanwhile it is something we can learn the basics about from others who are more successful with small talk. Some mes, in the workplace, small talk or pha c communica on as specialists call it can be a vital precursor leading-in to much more important communica on. It helps break the ice, acts as a recognised beginning point to establishing a rela onship with others - easing you into a network or circle of co-opera ng people perhaps. It also helps dene the boundaries of the team you are meant to be a part of, and generally marks you out to everyone as an approachable and friendly person. When accompanied by appropriate gestures, a smile, a certain graciousness, a li le ming it can become quite a key to becoming more eec ve in your work, a key to being seen more as a workplace lubricant - than the regular s cking point. O en small talk can perform an important role in reminding folk they are humans who happen to work, who have a life and interests outside work i.e. are not solely workers - even more so when there is an acceptable level of humour injected carefully into such talk. Probably the most important aspect of small talk is that it is very o en also a means of surveying, or polling, another person as to how they are feeling, whether it is a good me to talk about serious ma ers, whether they are friendly or hos le and to show a very restrained level of human concern but human concern nevertheless for our co-workers. How are you? would be a classic representa on of this. The correct response is never an involved detailing of all your current woes or successes, but more likely Good, and yourself?. Otherwise you might nd the enquirer quite wary of engaging in any talk small or big with you again.

SOME KEY POINTS TO REMEMBER

Make a point of gree ng co-workers cheerily in the morning by saying "Good morning" or asking "Hi, how are you?" Remember to smile when you greet people or pass them in the hallway or enter a li . If necessary, prac ce so that it becomes more natural to you. A person who doesn't smile is o en perceived as angry or aloof. Small talk requires more listening than talking especially when you are with a group of people. Small talk o en means keeping up with whats going on in the world around you if you are to have anything worthwhile to comment on or respond with. Small talk isnt only about responding it is also about going on to where you feel comfortable breaking the silence yourself, being the ini ator - something that gets easier every me you do it. Small talk should always involve making the other person feel comfortable around you, at least leaving them no worse o than when you met them. Small talk lightly served up with a smile, a relaxed stance, a li le condence, some clean humour or human concern or keen interest is always the best and most welcomed type.
Not all subjects are suitable for small talk: Examples of safe small talk topics: Weather, General Health, Sports, TV, Movies, Pets, Fashion, Work Flows, Ones Children Examples of some mes safe small talk topics: Current Events, Vehicles, Holidays Examples of unsafe small talk topics: Poli cs, Sex, Religion, War, Disease, Co-workers, Your Pet Subject, Yourself [Discuss with a Parent or Mentor why these subjects might have dierent safe es a ached to them.]

Website: www.altogetherau sm.org.nz Email: info@altogetherau sm.org.nz FREEPHONE: 0800 273 463

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The BIG Impact of Small Talk in the Workplace con nued...

Small talk you can learn more by searching small talk on Youtube. I recommend prac sing with a parent or mentor, and before a mirror ll you are comfortable with your smile and the eect your own gree ng conveys.

ASPERGERS ADOLESCENT AUTONOMY CHECKLIST

What an Adult with Aspergers Syndrome will o en need to be able to do in order to leave home and go on to start living a Posi ve, Adult, Autonomous, Independent life

John Greally has worked as a complex disabili es job coach, job placement mentor, and work-readiness assessor with supported employment agencies in Wellington and the Wairarapa alongside his role as an advocate with Aspergers Syndrome New Zealand. By John Greally

www.altogetherau sm.org.nz
The Autonomy Checklist can be found under Links and Resources/Books and other Resources

Some contact details of Na onal Providers of Supported Employment:

Mainstream Employment Programme, Ministry of Social Development 0800 559 009 Workbridge 0508 858 858 Workwise 07 857 1201 IDEA Services 04 472 2247 For more details of providers in your area contact one of our regional coordinators or view ASENZ (The Associa on for Supported Employment in New Zealand) website: www.asenz.org.nz

provides reliable evidence based informa on to people of New Zealand regarding Au sm Spectrum Disorders (ASD). One of Altogether Au sms points of dierence is its individualised informa on packs. These packs contain a wide range of relevant material, specically researched, and individually complied by a member of our informa on and matching team, to meet your specic request. The types of informa on requests that we receive cover a wide range of topics, for example informa on rela ng to the diagnos c process, coming to terms with a new diagnosis, communica on and behaviour management strategies, toile ng issues, transi ons and puberty, to name but a few. We can supply informa on to parents, teachers or other professionals working with adults or children with ASD, as well as to people on the au s c spectrum themselves. Regional coordinators are throughout New Zealand providing a wealth of local knowledge and informa on regarding supports and services in their region. The coordinators also run regional Network Mee ngs throughout the year. These mee ngs are open to anyone with an interest, personal or

ltogether

Au sm

professional, in ASD and are a chance to hear about the Altogether Au sm service, meet some of the sta and network with others. Check out the back page for upcoming mee ngs. Altogether Autisms information service provides evidence based information and advice through a clinical psychologist and our professional experts group. The group are there to answer or guide us around some of the more complex requests we receive. Our recently formed consumer reference group provides practical consumer feedback to Altogether Autism to assist in maximising our services. Involved in the group are a range of people who have either lived experience of Autism or experience living with and/or assisting people with autism. Making an Information Request You can put an informa on request through to the team in a number of ways, through your regional coordinator (their contact details are on the back page), through our... Freephone number: 0800 ASD INFO (0800 273 463) Email: info@altogetherau sm.org.nz Website: www.altogetherau sm.org.nz

Website: www.altogetherau sm.org.nz Email: info@altogetherau sm.org.nz FREEPHONE: 0800 273 463

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 for service dvisory ami- on and a , their f a ers inform ity Disord e are an ectrum ommun p W ealand c u sm S with A r New Z ide people d the w anau an lies, wh

Regional Coordinators Contact Details

Northland Tel: 09 437 3337 or 0800 273 463 Email: northland@altogetherau sm.org.nz Auckland Tel: 09 625 5021 or 0800 273 463 Email: auckland@altogetherau sm.org.nz Waikato Tel: 07 848 1362 or 0800 273 463 Email: waikato@altogetherau sm.org.nz Bay of Plenty Tel: 07 578 0222 or 0800 273 463 Email: bop@altogetherau sm.org.nz Lakes Tel: 07 346 3231 or 0800 273 463 Email: lakes@altogetherau sm.org.nz Manawatu, Whanganui Tel: 06 355 0787 or 0800 273 463 Email: manawatu@altogetherau sm.org.nz Wellington Tel: 04 569 9398 or 0800 273 463 Email: wellington@altogetherau sm.org.nz Nelson Tel: 03 546 8973 or 0800 273 463 Email: nelson@altogetherau sm.org.nz Greater Canterbury Tel: 03 365 3239 or 0800 273 463 Email: canterbury@altogetherau sm.org.nz Otago Tel: 03 470 1086 or 0800 273 463 Email: otago@altogetherau sm.org.nz Southland Tel: 03 214 3179 or 0800 273 463 Email: southland@altogetherau sm.org.nz

Regions Covered by Na onal Oce

Gisborne Tel: 0800 273 463 Email: gisborne@altogetherau sm.org.nz Taranaki Tel: 0800 273 463 Email: info@altogetherau sm.org.nz Hawkes Bay, Wairarapa Tel: 0800 273 463 Email: hawkesbay@altogetherau sm.org.nz West Coast Tel: 0800 273 463 Email: info@altogetherau sm.org.nz

Upcoming Regional Network Mee ngs for 2012

Altogether Au sm Regional Network Mee ngs are open to all people with an interest in ASD The mee ngs will cover the following: Find out about the Altogether Au sm service, its development to date and meet some of the team Feedback issues and gaps in services Raise awareness about Au sm Spectrum Disorders Network with others and make connec ons Cost: No charge Please RSVP to your Regional Coordinator To receive announcements for Altogether Au sm mee ngs/seminars please subscribe by visi ng: www.altogetherau sm.org.nz Date Region

18 May 23 May 25 May 20 June 22 June 26 June

Northland (Kaitaia) Otago (Dunedin) Westport Thames Wellington (Central) Bay of Plenty (Tauranga)

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