AUTISM: FUN SENSORS

To be in nature or participating in creative endeavors—singing, painting, dancing, and having fun—naturally raises the vibration and offers the potential to help you be very present with your child. These are great routine activities that can help you sense what it feels like to be connected to your child at a deep level. Again, it is not the act of producing a painting, completing a song, or taking a walk in nature that is what you are after. It is the feeling that you experience as you are engaged in that activity that is important. That sense of connection. Think about the adults in your child’s life who are the most effective with him. Those are almost always the people who truly enjoy being with your child, the ones who are happy in their own lives and outlook on life and who assume your child can succeed because they see something beyond the label of autism.-excerpt from “Awesomism: A New Way to Understand the Diagnosis of Autism” To learn more about a new perspective of autism visit suzymiller.com

AUTISM: REFLECTORS OF UNCONSCIOUS PATTERNS

One time working with a teacher who had four or five children in her classroom, and one of them, the most adorable little boy you’ve ever seen, with big blue eyes and dark hair, couldn’t stop abusing the teacher. He was hitting, kicking, spitting, but only acting out with the teacher, not with the other children, the paraprofessionals in the classroom, or with me. “This is making me so mad,” the teacher said. “Why is he only doing this to me?” I asked, “In what ways are you beating yourself up? Is it possible that he’s reflecting back to you what you do to yourself?” As you can imagine, the teacher wasn’t very happy with my question at first, but then she started nodding. “I do that all the time!” she admitted. “I beat myself up mercilessly!” These are the reflections that children diagnosed with autism offer all the time. It’s great when you can get a handle on it, and it’s terribly upsetting to parents when they can’t. This is the extraordinary awareness that these children offer the rest of us.-excerpt from “Awesomism: A New Way to Understand the Diagnosis of Autism” To learn more about a new perspective of autism visit suzymiller.com

AUTISM: ALWAYS WITH MOM!

Gabriel was in a self-contained preschool classroom. He had a diagnosis of autism, and during his class time, he would frequently become extremely agitated. He would spend long periods of time during the day perseverating on his mother. Where was she? What was she doing? When would she be back? He would also have “conversations” with her. “Mommy when are you coming? Are you all right?” Looking at physical reality only, it would appear that he was becoming agitated for no reason, speaking to the unseen and basically making no sense at all based on what was going on in his immediate environment. The bigger picture looked something like this: Gabriel’s mother had not one but two children with this diagnosis, and it was taking its toll on her. On the outside she would appear to be holding it all together, doing the best she could, and on the inside she was falling apart. He would act out her inner agitation at school to release the built-up energy. Thus, Gabriel would talk to her verbally from a distance, express concern for her well-being, and perseverate on where she was and when she would return. The teacher and I would smile when his mother would mention that on certain days that she felt much better handling things than on others. Her good days were the same days that her son spent releasing energy and talking to her from afar.-excerpt from “Awesomism: A New Way to Understand the Diagnosis of Autism” To learn more about a new perspective of autism visit suzymiller.com

AUTISM: VIBRATIONAL COMMUNICATORS

These children are used to communicating beyond words, and they use words that they have heard on TV and spoken by others again through repetition to convey a message. This is their way of taking their energetic knowing and trying to bring it down vibrationally from energy/vibration, through the mental and into the physical act of speaking. It is no wonder that the message can seem very broken. This is why it is so important to feel the message they are giving versus listening to it word for word. There’s nothing to be gained from punishing children who communicate on a different level. It’s just their process. Let them do it, and let them do it without fear of correction, and before long there will be real communication between you.-excerpt from “Awesomism: A New Way to Understand the Diagnosis of Autism” To learn more about a new perspective of autism visit suzymiller.com