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:

Identity and Self - Reframing Autism Autistic Insights on Identity and Self - Reframing Autism

Dekker, M. (1999). On our own terms: Emerging autistic culture. Paper presented at the Conferencia En Línea. Session 6: Other autistic individuals; my toolkit; my personal passport; my autistic identity statement; self-advocacy 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 Goodman R. The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry. 1997; 38(5):581–586. [ PubMed] [ Google Scholar]Caution must be taken when interpreting the findings due to the exploratory nature of the study and the small sample. The sample used is also at risk of bias as opt-in consent may have meant those with poorer mental health or identity issues were unlikely to agree to take part. Additionally, all participants attended mainstream secondary schools and therefore the experiences of those in alternative settings, such as specialist provisions or home education, are not explored, and these have been shown to vary in terms of outcomes of behaviour and socialisation for autistic adolescents (Reed et al. 2012). Ussher MH, Owen CG, Cook DG, Whincup PH. The relationship between physical activity, sedentary behaviour and mental health among adolescents. Social Psychiatry and Psychiatric Epidemiology. 2007; 42(10):851–856. [ PubMed] [ Google Scholar]

I am autistic card - National Autistic Society I am autistic card - National Autistic Society

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 AdvocateAnd then self-acceptance is self-expression. As others try to tell me who I am despite what I know about myself, you know, many Autistics are actually often targeted to change who we are. We are targeted for normative behavioural interventions that seek to change our differences. The right to express ourselves without behavioural intervention is certainly connected to our ability to access self-acceptance. Identity can be defined as the way a person understands and views him or herself, and is often viewed by others (Holland 2001). Identity status theory (Marcia 1980; Kroger et al. 2010a, b) purports that one’s sense of identity is determined by the choices and commitments made regarding certain personal and social traits. Marcia ( 1980) suggested that a well-developed identity comprises of a sense of one’s strengths, weaknesses, and individual uniqueness. Marcia ( 1980) proposed two processes of identity development: exploration and commitment. Exploration refers to a period of thinking through and testing various roles, while commitment refers to the degree of personal investment the individual expresses in a course of action or belief (Kroger and Marcia 2011).