Autism, Identity and Me: A Practical Workbook and Professional Guide to Empower Autistic Children and Young People Aged 10+

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These books are innovative as they help autistic young people to own their autism diagnosis. This book duo supports autistic young people to find a safe space to explore their autistic identity, diagnosis and newfound life trajectory. Using non-medical jargon and empowering, yet factual, information, Rebecca has created a non-judgemental and non-infantilised place to not only support but explore what comes next." -Carly Jones MBE, British autism advocate If you are a professional leading these conversations (in advance of the session), you should start planning and information gathering alongside parents. The resources section of the Guidebook has tools which can be used in an informal meeting with parents/carers and key adults. Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This workbook supports the development of this and will be valuable for autistic children and young people aged 10+ and the adults working with them. It is designed to be used alongside the accompanying guide for most effective use, which provides further support for the lead adult and a platform for initiating important conversations. Rebecca’s book is innovative as it helps autistic young people own their autism diagnosis. Using non-medical jargon and empowering, yet factual, information, Rebecca has created a non-judgemental and non-infantilised place to not only support but explore what comes next." – Carly Jones MBE, British Autism Advocate Highly structured and visual, the workbook is broken down into key sections such as 'Interests and focus', 'Masking', 'Emotions and energy levels' and 'My autistic identity statement' to create a personal passport and to develop a deeper understanding of what autism means to the young person as an individual. Content has been shaped by autistic advisors and contributors, with first-hand experiences of young people woven throughout. The workbook aims to encourage and build:

Rebecca Duffus is an Advisory Teacher working with students and educators in mainstream and specialist schools, plus local council and education services. Here, Rebecca discusses the importance of supporting young people to understand their autistic identity. This guidebook is innovative as it helps autistic young people own their autism diagnosis, whereas it’s likely the pathway thus far has been directed by a medical and/or parental perspective. This book assists adults to support autistic young people to find a safe space to explore their autistic identity, diagnosis and newfound life trajectory." – Carly Jones MBE, British Autism Advocate This empowering workbook and guide will help children and young people to develop a positive understanding of their autistic identity, whilst providing key adults with the tools needed to support their journey and initiate important conversations. This book has helped me get a grip on my autism and understand it more. It allows me to see the reasons, know why I’m doing all this stuff that neurotypicals wouldn’t do, and makes me feel better – good– that I wasn't alone in this." – Daniel, Young PersonHave a plan for follow up questions : It’s OK to ‘park’ the question or give the young person a kind of ‘holding message’ - better this than to give a rushed answer that they later find confusing or unsettling. The guidebook is designed to accompany the Autism, Identity and Me workbook, building the adult’s understanding of autism and autistic identity, expanding upon the themes introduced, and offering a clear and structured programme of sessions to guide the young person through the workbook. Content has been shaped by autistic advisors and contributors, with first-hand experiences woven throughout, alongside examples of ‘possible prompts’, what to focus on as a lead adult, and a variety of concrete, neurodiversity-affirming strategies. Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This guidebook supports the development of this and will be valuable for all adults working with autistic children and young people aged 10+. to support with processing (providing additional visual tools or methods that work for that young person) Rebecca’s book is a great resource for guiding strength-based conversations about a young person’s autistic identity. The book focuses on individual similarities and differences, whilst encouraging a sense of shared identity and connection to others. This is a great resource for supporting young people to explore their individual strengths and skills, whilst developing a sense of pride. A recommended read!" – Dr Claire Prosser BEM, Educational Psychologist, Spectropolis – Pay it Forward

It is never too late to support a young person in developing a better sense of self. I have worked for a number of years doing just this, through clearly structured sessions, together creating a personalised book all about them. The Autism, Identity and Me Workbook for young people was created to become the individual’s unique story, using visual prompts to positively explore their personality and interests, feelings of difference and what this means to them. The book also features other autistic individuals, providing peer representation, and a template toolkit. When to have these conversations? Claire Sainsbury states ‘any child who is old enough to understand a simple explanation…. is old enough’ (Sainsbury, 2010). Likewise, research has found that when children know nothing about their diagnosis, they can have a very negative perception of themselves (Miller, 2015 and Punshon et al 2009). Who is best placed to have these conversations? However, so often I will meet a young person who is at crisis point, and ask the team around them if they have an understanding of their autistic identity, to be told ‘No’. They may have been told about their diagnosis but been given little support to understand what this means, nor had the opportunity to meet other autistic young people, therefore being left feeling isolated, which can also impact their mental health. What can we do to increase understanding of autistic identity in young people?It is important that the supporting adult is able to keep calm, give enough processing time and speak about autism very positively. Consider the environment: would they prefer to be somewhere familiar? Think about the sensory input such as lighting and sounds.