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DTSTART;TZID=America/Vancouver:20240510T103000
DTEND;TZID=America/Vancouver:20240510T120000
DTSTAMP:20260429T181628
CREATED:20240430T061611Z
LAST-MODIFIED:20240430T061611Z
UID:5559-1715337000-1715342400@squarepegsociety.ca
SUMMARY:Regional Post-Secondary Education Programs
DESCRIPTION:Square Peg Society is inviting you to a Zoom meeting Friday\, May 10\, 10:30am PT \nA Discussion About Our Regional Post-Secondary Education Programs \nAs families and colleges & universities prepare for registration September 2024\, leads from five Lower Mainland post-secondary programs will present their programs and engage in a frank discussion of the issues\, trends\, successes and missing pieces in supporting neurodiverse students. Please join us and the following speakers as you plan your journey! \nBeth Beeching\, Dept. Lead\, Career & Community Education\, Vancouver Community College \nBrittany Casey\, Instructor\, Spomenka Lomigoric\, Douglas College \nAlyson Seale\, Instructor\, TASK program\, University of the Fraser Valley \nKari Macdougall\, Instructor\, Access Programs\, Kwantlen Polytechnic University \nKathy Moscrip\, Intake Coordinator\, Access Programs\, Capilano University \n \nFree\, but registration is required.
URL:https://squarepegsociety.ca/event/regional-post-secondary-education-programs
CATEGORIES:Post-Sec Education
ATTACH;FMTTYPE=image/jpeg:https://squarepegsociety.ca/wp-content/uploads/2024/04/Picture1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20230331T103000
DTEND;TZID=America/Vancouver:20230331T120000
DTSTAMP:20260429T181628
CREATED:20230322T064335Z
LAST-MODIFIED:20230322T064335Z
UID:3975-1680258600-1680264000@squarepegsociety.ca
SUMMARY:An Update on NPower Canada’s Employment Training Programs
DESCRIPTION:NPower Canada programs provide participants with free in-demand digital and professional skills training\, and connects them to new and rewarding career opportunities with some of Canada’s largest employers. Through consultation with a wide range of employers\, NPower Canada’s comprehensive curriculum ensures participants are equipped with the in-demand technical and professional skills most sought after by industry. Prior experience is not required for some programs. Successful graduates from each training program benefit from personal and professional development\, job placement services\, post-hire coaching and support\, and access to corporate mentors and guest speakers. Graduates receive ongoing support and coaching to ensure continued success in their careers. NPower Canada has expanded the number of program spaces for British Columbia residents. \nhttps://npowercanada.ca/junior-it-analyst-program/ \nhttps://npowercanada.ca/junior-data-analyst-program/ \nRakesh Bhat\, Manager of Outreach & Community Engagement\, will fill us in on what’s new with the programs that NPower Canada is offering in BC\, and details about eligibility & application for the next intake in April 2023. \nTo get the Zoom link please register.
URL:https://squarepegsociety.ca/event/an-update-on-npower-canadas-employment-training-programs
CATEGORIES:Post-Sec Education
ATTACH;FMTTYPE=image/png:https://squarepegsociety.ca/wp-content/uploads/2021/11/Dec3Meeting.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20230317T103000
DTEND;TZID=America/Vancouver:20230317T120000
DTSTAMP:20260429T181628
CREATED:20230307T212305Z
LAST-MODIFIED:20230307T212803Z
UID:3918-1679049000-1679054400@squarepegsociety.ca
SUMMARY:An Update on Accenture Learning Exchange: Skills to Succeed
DESCRIPTION:In recognition that many individuals experience barriers to employment\, Accenture has developed learning opportunities – pre-recorded courses & workshops covering a range of career development\, technical skills & mental wellness topics. Square Peg Society wants to help you augment & practice your skills to make you more attractive to prospective employers. Over the next year we will be offering avenues for you to build your tool kit of employment skills. \nAccenture Learning Exchange online courses is a first leg in this journey. Through Square Peg Society your will be able to access the Accenture Learning Exchange mini-courses. To learn more about this program please join us and our guest speaker\, Sharon Peck\, Corporate Sustainability and Citizenship Strategy & Programs Associate Manager on Friday\, March 17th\, 10:30am PT. \nSharon will present for about one hour\, and will then answer any questions that you might have. After\, we\, at Square Peg Society\, will speak briefly about our latest venture\, our Life Map Life Coaching program. \nFree\, but registration is required.
URL:https://squarepegsociety.ca/event/an-update-on-accenture-learning-exchange-skills-to-succeed
CATEGORIES:Life & Social Skills,Post-Sec Education
ATTACH;FMTTYPE=image/png:https://squarepegsociety.ca/wp-content/uploads/2022/08/Accenture.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20230317T080000
DTEND;TZID=America/Vancouver:20230520T170000
DTSTAMP:20260429T181628
CREATED:20230307T213737Z
LAST-MODIFIED:20230307T213815Z
UID:3921-1679040000-1684602000@squarepegsociety.ca
SUMMARY:Skill Building Workshops in 2023
DESCRIPTION:  \n 
URL:https://squarepegsociety.ca/event/skill-building-workshops-in-2023
CATEGORIES:Life & Social Skills,Post-Sec Education
ATTACH;FMTTYPE=image/png:https://squarepegsociety.ca/wp-content/uploads/2023/03/SkillBuilding.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20221117T163000
DTEND;TZID=America/Vancouver:20221117T163000
DTSTAMP:20260429T181628
CREATED:20221106T024618Z
LAST-MODIFIED:20221106T025457Z
UID:3381-1668702600-1668702600@squarepegsociety.ca
SUMMARY:Access Programs at Capilano University (September 2023)
DESCRIPTION:Join for a virtual presentation of the two Access programs that are offered at Capilano University in September 2023.\n\n\nDiscover Employability is a pre-employment program for students with developmental disabilities who need support to develop more skills for future paid employment. Our courses focus on employability skills\, social skills\, personal finances\, computer skills and safety skills at work. We schedule three separate work experience sessions in different sectors to increase the student’s experience and independence at work. Preference for this program will be given to north shore students.\n\nEducation and Employment Access is offered for students with learning differences (ASD\, ADHD\, anxiety\, mental health issues) who may be accepted into typical first year university programs and courses\, however the jump from high school to university is huge and these students will benefit from some preparation!  This program teaches the expectations of university and employment in a sector of their interest and potential. Students in EEA may have a career goal in mind but need to develop skills and get some documented work experience in that field of interest. Included in the spring term is a 6 week practicum\, arranged by instructors with consultation with the student. A reading and writing comprehension assessment is given during the intake interview.\n\nFor Zoom information see below:\n\n\n\nTopic: Access Programs Info Session\nTime: Nov 17\, 2022 04:30 PM Pacific Time (US and Canada)\n\nJoin Zoom Meeting\nhttps://capu.zoom.us/j/61104694807?pwd=dm9rM1k4czVmVWdUQlhkdWZ6TG5qUT09\n\nMeeting ID: 611 0469 4807\nPasscode: 849742\nOne tap mobile\n+16475580588\,\,61104694807#\,\,\,\,*849742# Canada\n+17789072071\,\,61104694807#\,\,\,\,*849742# Canada\n\nDial by your location\n        +1 647 558 0588 Canada\n        +1 778 907 2071 Canada\n        +1 204 272 7920 Canada\n        +1 438 809 7799 Canada\n        +1 587 328 1099 Canada\n        +1 613 209 3054 Canada\n        +1 647 374 4685 Canada\nMeeting ID: 611 0469 4807\nPasscode: 849742\nFind your local number: https://capu.zoom.us/u/gcFTunGpkD\n\nJoin by SIP\n61104694807@zmca.us\n\nJoin by H.323\n69.174.57.160 (Canada Toronto)\n65.39.152.160 (Canada Vancouver)\nMeeting ID: 611 0469 4807\nPasscode: 849742
URL:https://squarepegsociety.ca/event/access-programs-at-capilano-university-september-2023
CATEGORIES:Post-Sec Education
ATTACH;FMTTYPE=image/png:https://squarepegsociety.ca/wp-content/uploads/2022/11/Capilano400.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20220923T133000
DTEND;TZID=America/Vancouver:20220923T153000
DTSTAMP:20260429T181628
CREATED:20220913T190011Z
LAST-MODIFIED:20221012T221314Z
UID:3195-1663939800-1663947000@squarepegsociety.ca
SUMMARY:Executive Functioning Skills
DESCRIPTION:Executive Functioning Skills: What are they? And how to make them work for us… \nNicola Schaan\, Occupational Therapist \,  Zach Blumke\, Job Developer\,\, David Settles\,  Project Manager from Autism CanTech! (BC & Alberta) \nWelcome back to our monthly meetings! This month we will be looking at Executive Functioning\, and are pleased to have the following speakers join us: \nNicola Schaan is an Occupational Therapist at Breaking Trail OT\, in Kelowna\, BC. She will speak generally about executive functioning – what it is\, and how it manifests itself in the lives of ASD individuals – creating frustration\, the appearance of “not caring” or “sloppiness”. Her “strengths-based” approach to therapy is focused on enabling individuals to make small\, intentional changes\, to work on goals that are sustainable. \nZach Blumke is a Job Developer for the Autism CanTech! Program at Douglas College\, following his passion to support and work with folks with diverse abilities. He will speak\, from his vantage point as a Job Developer\, on the impact of Executive Functioning challenges\, and how the Autism CanTech! Program addresses and accommodates for these\, to enable learners to be effective in work & life. \nDavid Settles is a Project Manager at Autism CanTech! in Edmonton. He will speak about RoboCoach\, a software program that allows for an employer\, job developer\, support worker\, or guardian to manage or assist with\, remotely\, the management of the tasks of their employee\, participant\, or client\, in a clear way\, that permits all involved parties to see\, and to chat between themselves. \n 
URL:https://squarepegsociety.ca/event/executive-functioning-skills
CATEGORIES:Employment,Post-Sec Education
ATTACH;FMTTYPE=image/png:https://squarepegsociety.ca/wp-content/uploads/2022/09/ExecutiveFunctioningSkills.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20220913T173000
DTEND;TZID=America/Vancouver:20220913T190000
DTSTAMP:20260429T181628
CREATED:20220826T060732Z
LAST-MODIFIED:20220826T060732Z
UID:3147-1663090200-1663095600@squarepegsociety.ca
SUMMARY:TAKING THE LEAP!
DESCRIPTION:Finding Success in Further Education after High School\nAbout the Workshop\nThe Sinneave Family Foundation is part of AIDE CANADA’S Prairie Hub: Connecting Canadians to credible\, reliable\, evidence-informed autism resources in their region. This is a national initiative led by the Pacific Autism Family Network\, funded by the Public Health Agency of Canada. \nFREE EVENT! CLICK HERE To REGISTER\nIn this presentation\, participants will learn the key differences between high school and further education settings to help\nthem succeed after high school ends. Learning how supports\, expectations and non-academic skills differ will help participants\ndiscover and prepare for further education. This presentation will focus on how to explore interests\, navigate program options\, access supports and create goals. High school graduates\, those enrolled in further education\, parents\, and teachers will all benefit from this webinar.
URL:https://squarepegsociety.ca/event/taking-the-leap
CATEGORIES:Post-Sec Education,Stronger Together
ATTACH;FMTTYPE=image/png:https://squarepegsociety.ca/wp-content/uploads/2022/08/Taking-the-leap.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20220223T110000
DTEND;TZID=America/Vancouver:20220223T130000
DTSTAMP:20260429T181628
CREATED:20220209T040113Z
LAST-MODIFIED:20220323T193658Z
UID:2525-1645614000-1645621200@squarepegsociety.ca
SUMMARY:AUTISM CANTECH Info Session
DESCRIPTION:Autism CanTech! is a federally funded program for autistic youth between 18 and 30 who are work-ready and passionate about  technology.\nJoin Autism CanTech! and have the real College experience and training to become employed in an entry-level tech job. You’ll learn the communication\, employability\, workplace skills needed to maintain your job. Youth on the spectrum will be supported in class and in their work experience at no cost to them or their families. \nBelow the recorded meeting link to SPS YouTube channel.
URL:https://squarepegsociety.ca/event/autism-cantech-info-session
CATEGORIES:Employment,Post-Sec Education
ATTACH;FMTTYPE=image/jpeg:https://squarepegsociety.ca/wp-content/uploads/2022/02/AutismCanTech.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20211119T103000
DTEND;TZID=America/Vancouver:20211119T103000
DTSTAMP:20260429T181628
CREATED:20211110T232725Z
LAST-MODIFIED:20211125T205934Z
UID:2085-1637317800-1637317800@squarepegsociety.ca
SUMMARY:Launch + Skills
DESCRIPTION:Shane Lynch is our second speaker this season from the Sinneave Family Foundation in Calgary. Shane holds a PhD in Special Education\, is a Registered Psychologist\, and the Director of Professional Practice & Education at the Sinneave Family Foundation. \nShane will be presenting Sinneave’s skills coaching program – Launch + Skills (L + S). On their website\,  L + S is described as follows: \n“Launch + Skills is an individualized skills coaching program designed to help autistic individuals who are motivated and ready to pursue goals in Employment\, Education\, or Living Independently in the community. Whether you are a teenager transitioning to adulthood\, or you are already an adult\, L+S was developed as an intensive program to help you learn the skills needed for success.” \nShane will tell us about how the program is delivered\, the coaches employed in the program\, the cost & duration of the program\, and most importantly\, how it benefits young adults transitioning to adult living. \nRegistration is free\, please use below RSVP to register. \n  \nThe video of this event is shown below.
URL:https://squarepegsociety.ca/event/launch-skills
CATEGORIES:Employment,Post-Sec Education
ATTACH;FMTTYPE=image/png:https://squarepegsociety.ca/wp-content/uploads/2021/11/LaunchSkills.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Vancouver:20210924T103000
DTEND;TZID=America/Vancouver:20210924T103000
DTSTAMP:20260429T181628
CREATED:20210913T010037Z
LAST-MODIFIED:20211016T195547Z
UID:1452-1632479400-1632479400@squarepegsociety.ca
SUMMARY:Meeting: Autism Campus Training
DESCRIPTION:Sarah Symonds of the Sinneave Family Foundation in Calgary was our first speaker of our 2021-22 meeting series. Sarah is the Online Program Facilitator at the Sinneave Family Foundation and a graduate of the University of Calgary’s Psychology program. \nSarah introduced us to Autism Campus Training\, a self-directed online program written and developed for autistic post-secondary students by autistic graduates. This interesting initiative is intended to guide ASD students through all facets of life as they embark on this first phase of adult living. It includes tips on how to access accommodations\, time management and organizational tools\, and strategies for self-care\, and management of daily life and social activities
URL:https://squarepegsociety.ca/event/zoom-meeting-autism-campus-training
CATEGORIES:Post-Sec Education
ATTACH;FMTTYPE=image/jpeg:https://squarepegsociety.ca/wp-content/uploads/2021/09/AutismCampusPrep.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191114
DTEND;VALUE=DATE:20191115
DTSTAMP:20260429T181628
CREATED:20201115T080000Z
LAST-MODIFIED:20211019T042617Z
UID:1173-1573689600-1573775999@squarepegsociety.ca
SUMMARY:Meeting : November 14\, 2019
DESCRIPTION:Meeting on November 14\, 2019
URL:https://squarepegsociety.ca/event/meeting-november-14-2019
CATEGORIES:Mental Health,Post-Sec Education
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191114
DTEND;VALUE=DATE:20191115
DTSTAMP:20260429T181628
CREATED:20191129T080000Z
LAST-MODIFIED:20211019T042646Z
UID:1170-1573689600-1573775999@squarepegsociety.ca
SUMMARY:Square Peg Society Accessibility Legislation Report Back Nov 2019-Feedback
DESCRIPTION: \nSPSAccessibilityLegislationReportBackNov2019-Feedback
URL:https://squarepegsociety.ca/event/square-peg-society-accessibility-legislation-report-back-nov-2019-feedback
CATEGORIES:Employment,Housing,Mental Health,Post-Sec Education,SPS Business
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20181129
DTEND;VALUE=DATE:20181130
DTSTAMP:20260429T181628
CREATED:20181213T080000Z
LAST-MODIFIED:20211019T043144Z
UID:1167-1543449600-1543535999@squarepegsociety.ca
SUMMARY:Reflections on Independent ASD and Parent Meeting
DESCRIPTION:Thursday November 29\, 2018\,Reflections on Our Meeting\n\n\n\n  \n\n\n\nA small\, but passionate & articulate group of parents gathered to talk about our ASD adult children\, their issues and lives\, and our lives with them\, as we try to guide them to independence.  \n\n\n\n Based upon our 5 key issues:  Post-secondary education\, Employment\, Housing\,Life & Social Skills\, and Mental Health\, I compiled a collection of concerns and examples\, to provide food for thought. We didn’t cover all of the list below\, but we can certainly do this again. (See this list at bottom) \n\n\n\nWe found that\, while everyone could recognize many aspects of the examples provided in their kids’ lives\, ASD is truly a Spectrum. Even within our sector of the ASD population\, the range of personalities and type of issues that they struggle with are huge! Parents are having to meet their kids where they are at\, and are not necessarily able to work on more than one or two issues at a time. Some families are focused on post-secondary education\, realizing that their gifted young adults would never be content working at a “Mac-job”. These families are concerned with the discipline\, organization & healthy living challenges that will be required for success at University. Other families are working through the issues that surround independent housing. For these families\, this might not be the parents’ first choice issue\, but “leaving home” is upper-most in the minds of their young adults\, who are not succeeding in school or employment at the moment. So\,helping them to live safe and healthy lives on their own is still a win on the path to independence. Others feel that\, given that their son or daughter knows and wants a job (for the money\, and a sense of purpose)\, the path to reaching their adult is through employment – and this becomes the families’ focus. The challenge for these families has been in finding customized employment services that will follow the young adult in exploring employment\, leading them to the skills training that they require\, and helping them to integrate into the job\,once employed. Some families have young adults who are quite social with a range of friends\, others have a social group built around a particular niche interest\, and some are painfully lonely\, and feel very isolated from other young adults their age\, leading to dysfunction in other aspects of life\, such as work and school. All families feel that mental health and appropriate employment services that would have helped them have been unavailable or unaffordable or both. \n\n\n\n“Motivation” was a concept that was discussed. Employment and social skills programs require that our adults be“motivated to participate” or “coach-able” or “open-minded”.  The problem for us\, as parents\, is that by the time our adults are in their 20’s (or older)\, they have been criticized\,bullied\, and are often cynical\, at best\, or clinically anxious or depressed. Added to this\, autism inherently implies a certain rigidity and inflexibility of thinking. Furthermore\, being asked to change one’s behavior is hard for anyone.So\, what to do? \n\n\n\nI have seen that our son is motivated by success – tough love is not a concept that works for him. So\, Dr. Bailey’s pearl of wisdom that development\, for our ASD individuals\, is protracted\, means that we need to understand and convey to our young adults that becoming fully independent will take longer than it will for others\, and that this is OK. If we can\, slow things down for them – their entry into full time employment\, the number of post-secondary courses that they take each year\, the number of activities that the take on\, to ensure that they do well\, and are not overcome with anxiety. Can we break goals down into small achievable steps\, so that they can see small gains as wins enroute to a larger goal? Is the first question we ask of post-secondary institution or employer be – can we do this program part-time\, or ease into employment over several months or a year? \n\n\n\nOne family suggested that money maybe the only way to motivate some individuals. If having money in their jeans is a motivator for our kid\, then should we consider paying them to participate in counseling or attending an employment or skills training program\, in the hope that once there\, they will engage and learn the skills being offered? \n\n\n\nFor our really bright kids\, who have a goal that they want to achieve – say\, an engineering\, law degree\, or a particular type of job – say\, medicine or mathematics professor- can we ask for behavioral “proofs”\, tapping into their rationality\, to get them on board? For example\, can we talk to them in a calm moment\, and tell them that for us to be willing to financially support their goal\, they must demonstrate their self-discipline and self-control through certain behaviours\, ie\, by adhering to agreed-upon financial or domestic responsibilities? \n\n\n\nThis week I have been in contact with family friends who have an adult son struggling with addiction. The helplessness that this family feels is not unlike how we feel at times. Here is what the Mom has written to me on the topic of motivation: \n\n\n\n“If there’s one thing I’ve learned about addiction in the past five years it’s that until an addict wants to go clean there is very little others can do…(Our son)… has never stayed with help and support – and he has had access to a lot of it. It’s pretty stunning the number of doctors\, counselors\, support groups etc he as walked away from. We are doing what all addiction counselors tell parents to do – take care of yourselves and don’t let the addiction bring you down…So we go on living and we still find joy and make plans… So many people live with some kind of sorrow in their heart. It’s part of the human experience.” \n\n\n\nI am thinking about building success through working from where our son is at right now\, and to celebrate what he is doing well. We can only work on future goals as long as he feels hopeful about life and is willing to work with us. So\, I am wishing you all insight into yourselves and your kids\, so that you can find some ways to better “motivate”your kids and yourselves in 2019.   \n\n\n\nWishing you and your families all the best over Christmas and in the New Year! \n\n\n\nJoette\, and all of us at Square PegSociety            joetteheuft@gmail.com \n\n\n\nIssues & Stories (Compiled from books and tales told to me) \n\n\n\nFinding My Path After High School: \n\n\n\nBlanca is 23 and single\, living with her parents & brother. She has trouble sleeping – her alarm rings at 7am\,but often she is awake as early as 5am\, even though she goes to sleep at midnight. She has morning classes at University\, where she is studying Marine Biology. As she has a 45 min transit ride to school\, she has to get up\, but feels tired\, anxious and consequently\, often forgets things that she needs for her day. As she packs her bag she has trouble finding things in her very messy room. \n\n\n\nArnold is an 18 year old college freshman\, living in a dorm. He dreads the evenings because his roommates invite their friends in and are noisy. For the most part\, his roommates and their friends ignore him. \n\n\n\nIssues that arise around post-secondary education: \n\n\n\n\nI have trouble managing my time.\nI can’t fall asleep at night\, so stay up late\, then have difficulty getting up in the morning.\nI am always worried about doing well– getting the grades I want\, and getting my assignments done.\nSometimes I feel really overwhelmed\,but would rather fail than get help at the Centre for Students with Disabilities.\nI can’t concentrate at the University because it is too noisy\, the lighting is awful\, it is too hot/cold/smells bad.\nMy profs seem annoyed by the questions that I ask\, and I always seem to end up having conflicts with them.\nI can’t get to know other students –they always seem too busy\, or are already in their own groups.\n\n\n\n\nHenry is 29\,has a BA in English\, but has been unemployed for 6 years. He has been looking for work through online ads. He lives with his father\, who is critical toward him for not having found work. Henry feels pressured about work\, but doesn’t get much done at home alone while his father is at work; they often argue when his Dad gets home. \n\n\n\nMargaret is an endocrinologist and works in a practice with several other physicians. At lunchtime she would prefer to eat alone\, but due to a shortage of office space\,she is forced to use the staff lunch room. She tries to be polite to others also eating there\, but has never felt comfortable making small talk. She is not quite sure what to say and doesn’t enjoy the topics that come up in conversation. She has received feedback from the office manager that she is not well liked by the staff. \n\n\n\nIssues that arise around employment: \n\n\n\n\nI can’t find a job and don’t know where to begin to look.\nI get so overwhelmed with the job search that I avoid looking.\nI get so nervous at job interviews\,that I never get called back.\nSometimes I think the interview went well\, but then don’t hear back from the employer. I don’t understand what went wrong.\nI can only find low-level jobs where I can’t use my talents.\nI can’t concentrate at my workplace because it is too noisy\, the lighting is awful\, it is too hot/cold/smells bad.\nI can’t seem to organize myself/work to be able to get everything done.\nI am anxious about not doing well at my work\, displeasing my supervisor\, or not fitting in with others.\nI am reluctant to ask for help because my supervisor always seems busy\, and/or my supervisor gets annoyed when I ask a lot of questions.\nI get irritated with coworkers\,supervisors\, and/or customers.\n\n\n\n\nLiving Alone & Together \n\n\n\nJake is single\,20\, and living with his parents. He recently dropped out of community college after only two semesters and now works part-time in the dairy department of a grocery store. Recently\, he got his driver’s license\, but is not comfortable driving\, and taking transit to work is complex and time-consuming. His stress over getting to work is at times so great that he calls in sick. He does not want to admit this to his parents\, but his anxiety over driving and transit contributed to his decision to quit college. \n\n\n\nNoel\, 37\, lives in his own apartment and works as a computer programmer. Evenings and weekends are very lonely. \n\n\n\nDan is an information technologist at a hospital. Dan is overweight\, has a family history of heart disease\, and has been told by his doctor that he needs to lose 40 lbs.He has had a girlfriend for about 3 years who also makes occasional comments on his weight. Dan knows that he has poor eating habits but is overwhelmed with the idea of changing his routine. He is not even sure what his first step should be toward organizing a weight-loss plan\, and continues to eat the same poor quality foods\, feeling guilty while doing so. \n\n\n\nIssues that arise around Living with others: \n\n\n\n\nI don’t keep up with laundry\,cleaning\, personal hygiene.\nI don’t get enough alone time\,privacy.\nMy family/roommates have too many guests – I feel uncomfortable having to socialize all the time.\nI argue a lot with my parents/siblings/roommates.\nMy family/roommates get annoyed with my behaviours and habits (eating\, sleeping times\, excessive tidiness\,messiness\, etc).\nI get annoyed with others’ behaviours and habits.\n\n\n\n\nIssues that arise around Living Alone: \n\n\n\n\nIt takes a long time for me to plan& prepare a meal\, so I resort to ordering in or eating out a lot\, which is both expensive and not very healthy.\nI don’t keep up with laundry\,cleaning\, personal hygiene.\nI can’t find the time to exercise/I get obsessed about my diet/exercise routine.\nI am very lonely\, and often don’t talk to anyone other than at work.\nI seem to misplace a lot of things(wallet\, keys\, purse\, etc).\nMy family worries that I will leave the stove on\, or forget to turn off the faucet in the bathroom.\nI have not always lived within my budget; my parents have on several occasions made good on my credit card debt.\n\n\n\n\nFinding Happiness – Relationships \n\n\n\nFred\, 31\, lives alone and works full time at a bank. Friday nights he gets together at a sports bar with a friend that he has had since high school. However\, they often argue– Fred has different opinions about sports from his friend and has been told that he is too aggressive in expressing his views. Sometimes his friend has brought others to join them\, but these people often get frustrated with Fred’s yelling. Even his friend has been threatening to quit their Friday night get-togethers. \n\n\n\nArnold wants to make friends\, but is very shy. He has always tried to “disappear” when around kids his own age\, a habit that protected him from bullies in high school. Now\,as an adult\, he wants to be more sociable\, but doesn’t know how to start conversations\, and even when he thinks of something to say\, he is too scared to try. \n\n\n\nNoel would like to get married and have children\, but has had no success with dating. He is frustrated because he feels that he is doing something wrong in terms of relationships\, but doesn’t know what it is. \n\n\n\nRobert would like to be able to run his own errands\, and to have his own activities\, such as going to the bank\, shopping or joining a gym. However\, in the past he has relied on others to speak for him\, and so doing these things on his own makes him highly anxious. But now he is motivated to become more independent because he does not enjoy hanging out by himself at home most of the time. \n\n\n\nCarla is 34 and married. She enjoys sexual activity\, but finds that being held tight outside of sex\, for long periods of time\, makes her feel claustrophobic. Her husband is affectionate\, and feels hurt when she rejects his hugs\, resulting in arguments between them. She finds herself avoiding contact with him. \n\n\n\nIssues that Arise Around Relationships \n\n\n\n\nI don’t know where to look to find friends.\nI feel my interests won’t interest others my age\, but I don’t want to pretend to be somebody else in order to make friends.\nI don’t know how to join in when it looks like everyone knows each other.\nI don’t know how to turn acquaintances into friends who will want to do something with me on the weekends.\nI have sometimes been told that I sound “nerdy” or like a “know it all”.\nI’m not sure that I can distinguish between a true friends and someone who is using me.\nI feel depressed that I will never have friends or a relationship.\nI don’t know where to meet potential dates\, and don’t feel comfortable in crowed places\, like parties or bars.\nI am too afraid of being rejected to ask someone for a date.\nI am intimidated by social networking sites\, and have tried online dating services\, but never got a date.\nI have begun a few Internet relationships\, but they have all fallen apart after meeting.\nI am embarrassed about being a virgin at my age.\nI doubt that I could trust that another person can accept me as I am; this inhibits me from becoming intimate with anyone.\nI get so upset when my partner is annoyed with me that I freeze and don’t know what to do or say.\nMy partner tells me that I am insensitive.\nMy partner blames all of our problems on ASD\, and it makes me feel guilty.
URL:https://squarepegsociety.ca/event/reflections-on-independent-asd-and-parent-meeting
CATEGORIES:Employment,Housing,Life & Social Skills,Mental Health,Post-Sec Education,SPS Business
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20170420
DTEND;VALUE=DATE:20170421
DTSTAMP:20260429T181628
CREATED:20170503T070000Z
LAST-MODIFIED:20211025T001432Z
UID:1159-1492646400-1492732799@squarepegsociety.ca
SUMMARY:Challenges & Successes in College & University
DESCRIPTION:Speaker: Dr. Rashmeen Nirmal \nDr. Nirmal is a Registered Psychologist working in the British Columbia Autism Assessment Network (BCAAN) at Sunny Hill Health Centre for Children and is a Clinical Instructor in the Department of Pediatrics\, Faculty of Medicine\, at UBC. Her clinical focus\, while working in Canada and the United States\, has been on the assessment and treatment of children\, teens\, and young adults with neurodevelopmental disabilities\, with a specialization in autism spectrum disorder (ASD). Her research interests include postsecondary supports for young adults with ASD\, executive functioning in the workplace for individuals with ASD\, and social supports for teens and young adults with ASD. Dr. Nirmal completed her M.A. and Ph.D. at UBC\, and she is a certified PEERS provider. \nDr. Nirmal’s dissertation on the experiences of ASD adults with post-secondary education is one of very few explorations into this subject. She emphasized the need for more research in this area. Her study was small\, only 12 subjects\, 9 males and 3 females. Most were undergraduate students\, between the ages of 18-20. The study included a follow-up interview for each subject\, to correct\, clarify the information gathered. \nMany ASD students have the intellectual capability of undertaking post-secondary course work\, and surveys of younger ASD students often indicate an interest in attending college or university\, yet actual enrollment is often lower than would be expected. One study of 680 ASD adults found that only 34.7 % attended a post-secondary institution. In addition\, many have several false starts\, or end up not completing a post-secondary program. In short\, many ASD students should do well at university or college\, but don’t. \nWhat the reasons for this? Here are some: \n\nA lack of social interaction & communication skills\, including a poor ability to interpret nonverbal cues.\nDifficulty finding common and shared interests. A predisposition to being obsessive or narrow in choice of interests. This laser-like ability to focus on a particular interest or area of study can also be an advantage\, especially at later stages in a degree program\, but can be seen to be socially rigid.\nRomantic relationships – ASD students may be developmentally delayed in this area\, which may make them feel odd or out of place\, or sometimes may lead to inappropriate relationships or behavior.\nSome students may find the lack of fixed\, rigid structures at University disconcerting.\nVestibulary discomfort; some may find the sounds\, smells\, textures\, over-whelming.\nLevel of Adaptive behavior functioning; there may be a wide gap between their cognitive functioning and adaptive functioning (the ability to independently carry out daily living activities).\nInability to be effective self-advocates.\nPresence of psychiatric co-morbidities\, especially anxiety and depression. These occur in 65% of adults with ASD.\nLevel of executive functioning – many find it difficult to organize and plan their time\, and to shift from one activity to another.\n\n8 Broad Themes emerged in Dr. Nirmal’s study: \n\nManagement of Academic Expectations: How well the student can organize his or her time\, work toward deadlines\, establish priorities\, shift from one task to another.\nThe Experience of Support: Does the student feel supported by professors\, by campus support organizations\, by community or global supports (church\, community centers\, mentors\, i.e.\, Temple Grandin)? Do they feel that they are supported by like-minded peers?\nManagement of ASD and related symptoms: Does the student’s preference for routine help to focus their attention on the task at hand\, or do their restricted interests distract them from course work? Are they able to find ways of coping with sensory dysregulation – for example\, finding places to work which do not overwhelm their senses?\nThe Influence of Past Experiences: Are past elementary or high school academic or social experiences an impediment to current and future experience?\nA Sense of Appreciation: To what extent does the student feel that they are respected by the professors and surrounded by like-minded peers – do they appreciate the more mature college or university environment?\nUnderstanding of ASD – their own understanding of themselves and the degree to which they fee understood by others. Some may feel that others do not understand their disability\, and may see any accommodations that they receive as allowing them to “slack off”\, whereas some may not take advantage of accommodations as they are in denial about having ASD\, or fear that accepting accommodation will separate them from their classmates.\nManagement of the Transition: Has the student been fully prepared for the transition from the structured high school environment to the much less structured college/university environment? Do they know how to function without the presence of a Special Education Assistant? Can they navigate the University system of registration\, websites\, forms and regulations?\nSocial Implications: Is the student understanding of and prepared to enter a new social world? Are they comprehending the threshold between their desire/ambitions for their future with uncertainty about that future? Do they recognize the need to initiate social interactions on their own\, or differently than in the past? Can they find social outlets outside of college or university or online where they might find smaller\, club based or special interest activities or events.\n\nWhat are the implications for practice and practitioners working with ASD individuals who attend or intend to attend college or university? \nIntensive intervention should be available to these individuals in the following areas: \n\nSocial skills training is required to prepare them for collaborative work and relationships in college and beyond.\nAdaptive behavior training and experience\, including through volunteer work and work placements\nExecutive functioning training to help them to organize themselves and to prioritize their work.\nOngoing mental health monitoring and treatment.\nTake it slow – understand that completing college or university will take longer than for a neurotypical student – and that building self-confidence and succeeding slowly is preferable to becoming overwhelmed and failing.\nMake use of accommodations and helpful technologies such as “smart pens” for note taking.
URL:https://squarepegsociety.ca/event/meeting-thursday-april-20-2017
CATEGORIES:Post-Sec Education
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