Resistant > Resilient

jon adams on Twitter: “I don’t want to be ‘resilient’ to the poor attitudes & hostile environment so often society sets out before #autistic people I want to be ‘resistant’ to the poor attitudes & hostile environment so often society sets out before #autistic people #AutisticCultureShift”

Jorn Bettin on Twitter: “Spot-on. “Help” to become resilient only perpetuates and amplifies toxic power gradients. #AutisticCultureShift must include #Resistance and #AutisticCollaboration. That’s the path to a safer environment. Don’t trust anyone who claims we can’t collaborate…”

Ryan Boren on Twitter: “Resistant \> Resilient I like that as pushback against grit, mindset marketing, inspoporn, bootstrap ideology, and deficit ideology.…”


If autism, monotropism and a tendency to experience interests in an intense and compelling way are interlinked (Milton, 2017), there are potentially important implications for autistic children in schools. Indeed, notwithstanding some difficulties associated with a monotropic thinking style, such as not understanding the perspectives of others (Murray et al., 2005), enabling autistic children to engage with their strong interests has been found to be predominantly advantageous, rather than deleterious, in school environments (Gunn & Delafield-Butt, 2016). Positive effects include improved learning and curriculum access (Hesmondhalgh & Breakey, 2001; Wittemeyer et al., 2011), better cooperativity and social skills (Gunn & Delafield-Butt, 2016), increased participation in after-school clubs (Jones et al., 2008) and improved fine motor skills and social and communication abilities (Winter-Messiers, 2007). Furthermore, such an approach enables autistic children “to relax, overcome anxiety, experience pleasure, and make better sense of the physical world” (Gunn & Delafield- Butt, 2016, p. 411), and to moderate their levels of arousal, thus impacting positively on their emotional well-being too (Winter-Messiers, 2007).

Furthermore, longer-term benefits have been associated with the pursuit of intense interests, with relatively few negative effects overall (Gunn & Delafield-Butt, 2016), which in themselves might only occur if autistic people are pressured to reduce or adapt their interests (Mercier et al., 2000). Such a disposition can lead to self-taught expertise, for example (Mottron, 2011), and so is associated with a high level of skill and even savant abilities (Mottron et al., 2013). Being able to develop strong interests can therefore constitute a potential route to employment (Koenig & Williams, 2017; Wittemeyer et al., 2011) and help create the possibility of a fulfilling adult life (Grove, Hoekstra, Wierda, & Begeer, 2018; Jones et al., 2008) providing, inter alia, a sense of well-being, opportunities for personal growth, social learning and development (Koenig & Williams, 2017; Mercier et al., 2000).

Source: Autism, intense interests and support in school: from wasted efforts to shared understandings

When you’re autistic, the entire world is a puzzle, challenges lying in wait whether you’re ready to work them or not. You can’t parse the language of a teasing friend. Authority figures bear inscrutable faces. Personal truths bubble up from your guts at the worst possible moment. No one makes sense, and no one seems to care. When our circuits overload and we retreat to safety, protect ourselves, we’re perceived as being rude and cold and distant.

We make you uncomfortable, but you can go home and change. Autistics can’t, no matter what abled activists and allies insist.

Source: Catapult | Catapult | The Greatest Challenge of Raising an Autistic Child as an Autistic Parent? The Ableist World We Live In | Lu Everman

Being an autistic parent of an autistic child means navigating a world that doesn’t see us as whole while advocating for two people at the same time. Specialists don’t take autistic parents seriously, don’t trust that we know our own needs, let alone a child’s. How can we when we’re in need of special services and accommodations, too?

Source: Catapult | Catapult | The Greatest Challenge of Raising an Autistic Child as an Autistic Parent? The Ableist World We Live In | Lu Everman

Psychological models of autism tend to work on the cognitive level of explanation, with some attempting to make links to biological and neurological data. In order to produce cognitive models, all of them rely on accounts of behaviour to make inferences from. A major criticism of these models, is that they are formed (with the exception of monotropism theory, see section 2.5) from a perspective of a cognitive psychology overly restricted by its total adherence to scientific method as the gold standard, which do not value the input of ‘autistic voices’, or that of sociological viewpoints on autism. This has come about for a number of reasons, one of which being the splitting of levels of explanation into subject ‘silos’ (Arnold, 2010). Another was the triumphant victory that biomedical explanations earned at the expense of Bettleheim’s theory of the ‘refrigerator mother’. This victory would not just produce a rejection of this theory however, but it seems a total rejection of psycho-sociological reflection upon what it is to be autistic, a fatal flaw that only alienated the voices of autistic people further. The victory spared the mother, yet lay the blame at the neurology of the ‘autistic person’ themselves, in the sense that there was something medically deficient about the ‘autistic person’, and if one could only find the site of the ‘lesion’ one could find a ‘cure’ (Happe, 1994a). Assumptions of what autism is are enshrined in the diagnostic criteria of the DSM-IV (1994) and ICD-10 (1992) and based upon interpretations of observed behavioural traits. All the psychological theories base their models within this criterion of behaviour led framework, although in the monotropism theory (see section 2.5), this is thankfully balanced by the accounts of lived experience of ‘autistic people’ themselves, including one of the authors of the paper, Wendy Lawson.

The current psychological models seem somewhat inadequate at drawing the links between biology and behaviour, but even more so, between biology and the lived experience of autistic subjectivity, often attempting to obscure the ‘autistic voice’ or ignore it, in an attempt to reduce autistic behaviours to definable objective criteria. The theory of monotropism, is a welcome departure from this theoretical dominance however, largely basing its account in subjective accounts. In so doing, this theory is more applicable to the vast array of subjective differences experienced by autistic people, although perhaps not all. Unfortunately, it does not seem to have achieved the widespread recognition enjoyed by the other theories.

“…right from the start, from the time someone came up with the word ‘autism’, the condition has been judged from the outside, by its appearances, and not from the inside according to how it is experienced.” (Williams, 1996: 14).

Source:  So what exactly is autism?