Re: Definitions WAS: Introducing Myself

[Guest guest]

" Not all shades of blue are the same and certain hues and tints are

responsible for that however that does not stop people from pointing

to the sky and espousing that they believe the sky is most assuredly

and absolutely, definitely, without a doubt ... blue. "

And at night it is black and starry, in winter it can be slate gray,

and at sunset it can be pink and red, and before a tornado it can be

yellow or green, but most people do not remember those things when you

ask them what color the sky is.

Tom

Administrator

[Guest guest]

Hello Raven, Tom, and everyone,

I said:

> " If we cannot go by what the people who invented the

>term " Asperger Syndrome " say it means, then by what definition can we

>use to determine whether we are aspie or not? "

Then Raven responded:

>Well, Zylon, when a number of professionals claim that something is

>fact and it is later proven otherwise, their definition is understood

>to be inaccurate. So, although non-Aspies created a basic definition

>of Asperger Syndrome, their definitions have been proven inaccurate by

>persons with AS ... not only those in the general population but also

>those who are considered to be colleagues of these non-Aspies.

If the definition of AS does not refer to you, then you are by definition

not AS, therefore, your reference to " persons with AS " cannot refer to you..

Thinking about this semantic problem, I have figured out that the definition

of AS is anyone who psychiatrists say are AS, nothing more at first.. Then,

those people who have been so defined would make up their definition of what

they want AS to mean, and that would become the new definition of AS. Only

then could aspie and NT definitions of AS differ.

So far, I am still asking what AS means, and here I am asking of people who

call themselves Aspies. All I can say is that I am definitely not NT (which

does seem to be defined), but neither are those with some other conditions,

such as Syndrome. (I also definitely am not WS either).

Before I ever heard the term " Asperger " , I refered to myself (and my

brother) as " Martian syndrome " , simply meaning someone whose instincts are

different from majority humans, and who would do just fine in a world of

their own kind.

Zylon

[Guest guest]

" So far, I am still asking what AS means, and here I am asking of

people who call themselves Aspies. "

This is the official definition:

Information About Asperger's Syndome

Source : Health Section ExpressNewsline.com

Publish Date : 3/16/2005 2:47:00 AM Source : Health Section

ExpressNewsline.com

Asperger's Syndrome was first identified in 1944 by Dr. Hans

Asperger, a Viennese pediatrician. Dr. Asperger identified a number

of children (mostly boys) with a cluster of traits that included

egocentricity, difficulties with social interaction, clumsiness

(including problems with both fine and gross motor control), and

pronounced language peculiarities.

Asperger's Syndrome is a neurological disorder that is often

described as a milder variant of autistic disorder, and both

conditions are grouped under the broad diagnostic category of

autistic spectrum disorders, or pervasive developmental disorders.

Pervasive developmental disorders (PDDs) are marked by significant

impairment in several areas of development, especially those

involving social interaction, language development, and

communication skills.

Those who have characteristics of PDDs there is a wide range of

intelligence, abilities, and adaptive or maladaptive behaviors.

There is a pedantic, monotonic speech pattern, usually focused on a

particularly narrow area of interest. Those with Asperger's Syndrome

usually function at a fairly high level. The line between Asperger's

and high-functioning autism is not clearly marked, and many

individuals who manifest autistic traits but who have well-developed

language skills are diagnosed as having Asperger's Syndrome.

Individuals with Asperger's usually begin to show symptoms after age

three, and the average age of diagnosis is about eleven. The

symptoms of autism, on the other hand, usually manifest before age

two. In both conditions, however, the underlying brain abnormalities

are present from birth. It is likely that Asperger's Syndrome is

less readily diagnosed because its symptoms are less pervasive and

severe, and also because many U.S. physicians are unfamiliar with

the condition, though it has been recognized in Europe for almost

sixty years.

Because individuals with Asperger's have normal cognitive abilities

and less severe deficits in social and communication skills, the

outcome for Asperger's is usually more positive than it is for all

but the most high-functioning cases of autism. But people with

Asperger's are usually more physically clumsy than autistic

individuals, which is part of the distinction between the two

syndromes. An individual with Asperger's will usually have a higher

verbal IQ relative to his or her performance IQ, whereas in autism

the reverse is usually true. The extreme limitation in areas of

interest is also more prominent in Asperger's than in autism.

However, there is still a fair amount of controversy over the issue

of the precise relationship between autism and Asperger's. As

spectrum disorders, they are placed on a continuum, and depending

upon the number and severity of symptoms, may be subjectively

defined as " high-functioning " or " low-functioning " or as " mild "

or " severe. "

Publish Date : 3/16/2005 2:47:00 AM Source : Health Section

ExpressNewsline.com

Asperger's Syndrome is a neurobiological disorder in the autism

spectrum. The name Asperger's syndrome comes from the psychiatrist

Hans Asperger's paper written in 1944. The term is used to describe

certain patients who have never been easy to classify but who seem

to constitute a recognizable type of autistic individual. The

discovery of autism was credited to Leo Kanner in 1943. Kanner was

an Austrian who immigrated to the United States in 1924. Asperger,

also an Austrian, remained in Vienna. They both worked independently

and by coincidence described the same type of disturbed child and

used the term autism.

There is a great deal of overlap between Asperger's and Kanner's

views of autism, they are mostly in agreement on all the major

features. The features described first by Asperger were oddities of

non-verbal communication; eye gaze, gestures, posture, voice

quality, prosody and word choice. He also highlighted lack of humor

and pedantry.

There is much to be learnt about Asperger's Syndrome, our knowledge

is still patchy. However, a consistent picture is beginning to

emerge. Following are the six diagnostic criteria based on

Asperger's paper in 1944.

1) Speech- no delay, odd content, pedantic, stereotyped.

2) Non-verbal communication- little facial expression, monotone

voice, inappropriate gestures.

3) Social Interactions-not reciprocal, lacking in empathy

4) Resistance to change-enjoys repetitive activities

5) Motor co-ordination- gait and posture odd, gross movements,

clumsy, sometimes stereotypes

6) Skills and interests- good rote memory, circumscribed special

interests.

Children with Asperger's Syndrome show impairments in cognition.

This has an affect on the child's play, language, sociability and

academic achievement. The have difficulties in extracting a

meaningful whole from what they see and hear.

Cognitive Difficulties.

The more complex the environment the more difficulty they have in

extracting vital information.

Sociability.

They usually want to be sociable but often go about this the wrong

way. They often appear rude, shy or overfriendly. They can be

distressed when hurt or ignored but have little idea about how they

are sending out the wrong signals for friendships to develop. Also,

they can behave appropriate when left on their own but become

overwhelmed by large groups.

Language.

Children with Asperger's make literal interpretations of other

peoples' conversations and can over react to comments. Other

people's teasing and sarcasm can distress them, although they may

learn to use it themselves. They rarely make the connection between

the harm they inflict on others and that directed towards them. They

are often impulsive saying things that others only dare think. This

can make them sound arrogant, rude or hurtful. They acquire language

through memory rather than meaning and tend to convey messages

obliquely.

Play.

Asperger's children understand that toys represent real objects but

often have problems with more abstract substitutions or omissions.

They often have a poor imagination and find it difficult to role-

play.

Identifying problematic conditions helps to ensure that specialist

provision can be made for all those involved. There is a case to be

made against the use of labels. The term `diagnosogenesis' has been

used to describe a process of labeling where a person given the

label creates or exacerbates the disorder. However, an equally

powerful plea for the diagnosis of autistic spectrum disorders is

that knowing someone has the disorder will tell you how to treat and

teach that person. Needs that are not recognized or met can lead to

a lifetime of misery.

Not so long ago, autistic spectrum disorders were blamed on the

mother. It was claimed that children became withdrawn and autistic

because of a lack of maternal attention when very young. The

term `refrigerator mother' was coined. Fortunately, it is now known

that this accusation was false. The actual cause of autism is still

uncertain but it is believed to be of genetic source. Often members

of the same family will have the syndrome. It is also found to be

more common in males than females and is rarely recognized before

the child is three years old. More recent therapies have included a

gluten-free diet, although it has not been proved to be affective.

It takes time and understanding to improve the quality of life for

an autistic spectrum disorder child. There are many useful resources

for information both in books and on the internet. It is often

helpful to join groups and associations who can offer support and

advice. Many children with Asperger's Syndrome find school

difficult, although it is often possible for them to attend

mainstream school. They concentrate better in smaller groups and may

need extra explanation of what work is expected of them. Routine and

structure is important to them and anxiety can occur if this is

disrupted. Unstructured moments of the day, such as playtime, can

cause the most problems. They will need extra supervision as they

are often teased or bullied by other children. The best strategy to

avoid problems seems to be protection rather than exposure.

Unwanted behaviors at home may be diminished by the use of a

behavior chart. Recording behaviors, when they occur, what triggered

them and what happened afterwards, can give cares a greater

understanding of why the behaviors occurred. A strategy can then be

worked out on how to prevent the unwanted behaviors re-occurring. A

clearly presented behavior chart is also a useful tool to explain to

the child which behaviors are acceptable and which are not.

Publish Date : 3/16/2005 2:47:00 AM Source : Health Section

ExpressNewsline.com

Diagnosis of Asperger's Syndrome is made in terms of one or both of

two main sets of diagnostic criteria: the DSM-IV criteria, and

Gillberg's criteria (published by Swedish psychiatrist

Gillberg).

THE DSM-IV DIAGNOSTIC CRITERIA FOR ASPERGER'S SYNDROME

(A) Qualitative impairment in social interaction, as manifested by

at least two of the following:

1. marked impairment in the use of multiple nonverbal behaviors such

as eye-to-eye gaze, facial expression, body postures, and gestures

to regulate social interaction

2. failure to develop peer relationships appropriate to

developmental level

3. a lack of spontaneous seeking to share enjoyment, interests, or

achievements with other people (e.g., by a lack of showing,

bringing, or pointing out objects of interest to other people)

4. lack of social or emotional reciprocity.

( Restricted repetitive and stereotyped patterns of behavior,

interests, and activities, as manifested by at least one of the

following:

1. encompassing preoccupation with one or more stereotyped and

restricted patterns of interest that is abnormal either in intensity

or focus

2. apparently inflexible adherence to specific, non-functional

routines or rituals

3. stereotyped and repetitive motor mannerisms (e.g., hand or finger

flapping or twisting, or complex whole-body movements)

4. persistent preoccupation with parts of objects

© The disturbance causes clinically significant impairment in

social, occupational, or other important areas of functioning.

(D) There is no clinically significant general delay in language

(e.g., single words used by age 2 years, communicative phrases used

by age 3 years)

(E) There is no clinically significant delay in cognitive

development or in the development of age-appropriate self-help

skills, adaptive behavior (other than in social interaction), and

curiosity about the environment in childhood.

(F) Criteria are not met for another specific Pervasive

Developmental Disorder or Schizophrenia.

GILLBERG'S CRITERIA FOR ASPERGER'S SYNDROME

1. Severe impairment in reciprocal social interaction

(at least two of the following)

(a) inability to interact with peers

( lack of desire to interact with peers

© lack of appreciation of social cues

(d) socially and emotionally inappropriate behavior

2. All-absorbing narrow interest

(at least one of the following)

(a) exclusion of other activities

( repetitive adherence

© more rote than meaning

3. Imposition of routines and interests

(at least one of the following)

(a) on self, in aspects of life

( on others

4. Speech and language problems

(at least three of the following)

(a) delayed development

( superficially perfect expressive language

© formal, pedantic language

(d) odd prosody, peculiar voice characteristics

(e) impairment of comprehension including misinterpretations of

literal/implied meanings

5. Non-verbal communication problems

(at least one of the following)

(a) limited use of gestures

( clumsy/gauche body language

© limited facial expression

(d) inappropriate expression

(e) peculiar, stiff gaze

6. Motor clumsiness: poor performance on neurodevelopmental

examination

(All six criteria must be met for confirmation of diagnosis.)

There is no specific treatment or cure for any of the PDDs,

including Asperger's Syndrome. However, early diagnosis is

essential, for the earlier intervention is initiated, the more

promising the outcome. Treatment is individualized, based on

specific symptoms and rehabilitative requirements. Appropriate

educational programs will emphasize improving communication skills

and social interaction, enhancing academic development, modifying

maladaptive behaviors, encouraging adaptive behaviors, improving

physical coordination, and developing daily living skills.

Social skills are more effectively developed through interaction

with normal peers, who then can also serve as models of appropriate

behavior and use of language. But the educational environment must

also be structured and consistent, and information should be

presented visually as well as verbally. In order to help the child

with Asperger's to generalize behaviors and skills learned at

school, they need also to be reinforced at home. Thus parental

involvement is absolutely essential to an integrated developmental

program for an Asperger's child.

Intervention may also require medication, including

psychostimulants, tricyclic antidepressants, and beta-blockers. As

the individual with Asperger's enters adulthood, he or she may also

need specialized adult support services in order to locate and

maintain employment and living arrangements.

This is not to suggest that there is any cognitive impairment in the

Asperger's individual. On the contrary, those with Asperger's have

no clinically significant delay in language development or in

cognitive abilities. Many with Asperger's are of average

intelligence, but many are actually highly gifted and even

brilliant. People with Asperger's often obtain one or more college

degrees, and they may become mathematicians, philosophers,

scientists, university professors, etc. But adult functioning

usually requires some degree of communication skill and social

adaptability, and these are notably lacking in Asperger's Syndrome,

which is why adult support services are often helpful or even

necessary.

What else is often lacking is comprehension of the nonliteral

aspects of language, especially spoken language. Just as they miss

nonverbal signals when interacting with others, people with

Asperger's usually are stymied by humor, irony, metaphor, or any

other use of language that goes beyond literal meaning. This makes

normal interaction with coworkers or acquaintances difficult.

Of all the pervasive developmental disorders, Asperger's Syndrome

has the most positive prognosis, and children with Asperger's more

often than not become independently functioning adults. However,

their social impairments often lead to psychological difficulties,

including poor self-image and depression, and as adults their social

interactions will continue to be marked by typical Asperger's

disturbances, though usually in more subtle form if intervention has

been initiated early and successfully.

[Guest guest]

Previously I never suspected I was AS, it took others to point it out

to me - but of course they were opinions - so I researched. I did not

automatically accept anything, I weighed things up and gathered lots

of different opinions and info'.

Before I was diagnosed I would not call myself aspie - that was my

personal choice. I don't mind others self diagnosing - but my way of

thinking was if I suspect I have flu, I go to the doctors to confirm

or not my suspicions. I was the same with Aspergers. I suspected I

had it - I could see traits (like one would see symptoms of flu) but

I was not 100% sure - I needed to know - to be certain and that is

when I sought out a professional. Neither would I see just anyone, I

sought out seeing a professional that dealt with Aspergers, one who

had knowledge in this area.

Also to some extent views can change. At one point autism was came

under phycosis - people (including professionals) now know this is

not the case; although sometimes you can still come across some

ignorant idiots that still believe such :-( Also austism used to be

blamed on refrigerator mums - mothers not showing emotion towards

their children, this too is now known to be false. It is also rapidly

becoming accepted that those on the spectrum do have empathy it used

to be believed they did not - now people are realising that people on

the spectrum do not always show things such as empathy in a way

others can understand, but that doesn't mean it isn't there :-)

Shall I continue :-) Ahhhhhhhhhhh I think I shall :-) , one more

point - it used to be considered those with autism were less

intelligent - retarded in some way - this is not always (or dare I

say often) the case. It is a matter of misperception by non

autistics - like they often think because someone is not verbal then

they must lack intelligence - did they never watch the wizard of oz?

recall the scarecrow without a brain but spouted verbally anyway :-)

I guess the problem for the non autistics was how to measure

intelligence - non autistics make way too many assumptions for my

liking.

Mmmmmmm rant over :-)

>

>

> Hello Raven, Tom, and everyone,

> I said:

> > " If we cannot go by what the people who invented the

> >term " Asperger Syndrome " say it means, then by what definition can

we

> >use to determine whether we are aspie or not? "

>

> Then Raven responded:

> >Well, Zylon, when a number of professionals claim that something is

> >fact and it is later proven otherwise, their definition is

understood

> >to be inaccurate. So, although non-Aspies created a basic

definition

> >of Asperger Syndrome, their definitions have been proven

inaccurate by

> >persons with AS ... not only those in the general population but

also

> >those who are considered to be colleagues of these non-Aspies.

>

> If the definition of AS does not refer to you, then you are by

definition

> not AS, therefore, your reference to " persons with AS " cannot refer

to you..

> Thinking about this semantic problem, I have figured out that the

definition

> of AS is anyone who psychiatrists say are AS, nothing more at

first.. Then,

> those people who have been so defined would make up their

definition of what

> they want AS to mean, and that would become the new definition of

AS. Only

> then could aspie and NT definitions of AS differ.

> So far, I am still asking what AS means, and here I am asking of

people who

> call themselves Aspies. All I can say is that I am definitely not

NT (which

> does seem to be defined), but neither are those with some other

conditions,

> such as Syndrome. (I also definitely am not WS either).

> Before I ever heard the term " Asperger " , I refered to myself (and

my

> brother) as " Martian syndrome " , simply meaning someone whose

instincts are

> different from majority humans, and who would do just fine in a

world of

> their own kind.

>

> Zylon

>

[Guest guest]

" Kanner was an Austrian who immigrated to the United States in 1924.

Asperger, also an Austrian, remained in Vienna. They both worked

independently and by coincidence described the same type of disturbed

child and used the term autism. "

I am curious as to why they both used the term autism - what are the

roots of this word, where has it come from? Just curious as ever :-)

As for those with Aspergers being clumsy - well I can definitely

agree with that personally - I covered in scrapes and bruises where I

have walked into things or tripped over. Thing is in my house I don't

tend to move furniture around, furniture has it's place and tends to

stay in that place, however I still manage to walk into it :-(

>

> " So far, I am still asking what AS means, and here I am asking of

> people who call themselves Aspies. "

>

> This is the official definition:

>

> Information About Asperger's Syndome

>

> Source : Health Section ExpressNewsline.com

>

> Publish Date : 3/16/2005 2:47:00 AM Source : Health Section

> ExpressNewsline.com

>

>

> Asperger's Syndrome was first identified in 1944 by Dr. Hans

> Asperger, a Viennese pediatrician. Dr. Asperger identified a number

> of children (mostly boys) with a cluster of traits that included

> egocentricity, difficulties with social interaction, clumsiness

> (including problems with both fine and gross motor control), and

> pronounced language peculiarities.

>

> Asperger's Syndrome is a neurological disorder that is often

> described as a milder variant of autistic disorder, and both

> conditions are grouped under the broad diagnostic category of

> autistic spectrum disorders, or pervasive developmental disorders.

> Pervasive developmental disorders (PDDs) are marked by significant

> impairment in several areas of development, especially those

> involving social interaction, language development, and

> communication skills.

>

> Those who have characteristics of PDDs there is a wide range of

> intelligence, abilities, and adaptive or maladaptive behaviors.

> There is a pedantic, monotonic speech pattern, usually focused on a

> particularly narrow area of interest. Those with Asperger's

Syndrome

> usually function at a fairly high level. The line between

Asperger's

> and high-functioning autism is not clearly marked, and many

> individuals who manifest autistic traits but who have well-

developed

> language skills are diagnosed as having Asperger's Syndrome.

>

> Individuals with Asperger's usually begin to show symptoms after

age

> three, and the average age of diagnosis is about eleven. The

> symptoms of autism, on the other hand, usually manifest before age

> two. In both conditions, however, the underlying brain

abnormalities

> are present from birth. It is likely that Asperger's Syndrome is

> less readily diagnosed because its symptoms are less pervasive and

> severe, and also because many U.S. physicians are unfamiliar with

> the condition, though it has been recognized in Europe for almost

> sixty years.

>

> Because individuals with Asperger's have normal cognitive abilities

> and less severe deficits in social and communication skills, the

> outcome for Asperger's is usually more positive than it is for all

> but the most high-functioning cases of autism. But people with

> Asperger's are usually more physically clumsy than autistic

> individuals, which is part of the distinction between the two

> syndromes. An individual with Asperger's will usually have a higher

> verbal IQ relative to his or her performance IQ, whereas in autism

> the reverse is usually true. The extreme limitation in areas of

> interest is also more prominent in Asperger's than in autism.

> However, there is still a fair amount of controversy over the issue

> of the precise relationship between autism and Asperger's. As

> spectrum disorders, they are placed on a continuum, and depending

> upon the number and severity of symptoms, may be subjectively

> defined as " high-functioning " or " low-functioning " or as " mild "

> or " severe. "

>

> Publish Date : 3/16/2005 2:47:00 AM Source : Health Section

> ExpressNewsline.com

>

> Asperger's Syndrome is a neurobiological disorder in the autism

> spectrum. The name Asperger's syndrome comes from the psychiatrist

> Hans Asperger's paper written in 1944. The term is used to describe

> certain patients who have never been easy to classify but who seem

> to constitute a recognizable type of autistic individual. The

> discovery of autism was credited to Leo Kanner in 1943. Kanner was

> an Austrian who immigrated to the United States in 1924. Asperger,

> also an Austrian, remained in Vienna. They both worked

independently

> and by coincidence described the same type of disturbed child and

> used the term autism.

>

> There is a great deal of overlap between Asperger's and Kanner's

> views of autism, they are mostly in agreement on all the major

> features. The features described first by Asperger were oddities of

> non-verbal communication; eye gaze, gestures, posture, voice

> quality, prosody and word choice. He also highlighted lack of humor

> and pedantry.

>

> There is much to be learnt about Asperger's Syndrome, our knowledge

> is still patchy. However, a consistent picture is beginning to

> emerge. Following are the six diagnostic criteria based on

> Asperger's paper in 1944.

>

> 1) Speech- no delay, odd content, pedantic, stereotyped.

>

> 2) Non-verbal communication- little facial expression, monotone

> voice, inappropriate gestures.

>

> 3) Social Interactions-not reciprocal, lacking in empathy

>

> 4) Resistance to change-enjoys repetitive activities

>

> 5) Motor co-ordination- gait and posture odd, gross movements,

> clumsy, sometimes stereotypes

>

> 6) Skills and interests- good rote memory, circumscribed special

> interests.

>

> Children with Asperger's Syndrome show impairments in cognition.

> This has an affect on the child's play, language, sociability and

> academic achievement. The have difficulties in extracting a

> meaningful whole from what they see and hear.

>

> Cognitive Difficulties.

>

> The more complex the environment the more difficulty they have in

> extracting vital information.

>

> Sociability.

>

> They usually want to be sociable but often go about this the wrong

> way. They often appear rude, shy or overfriendly. They can be

> distressed when hurt or ignored but have little idea about how they

> are sending out the wrong signals for friendships to develop. Also,

> they can behave appropriate when left on their own but become

> overwhelmed by large groups.

>

> Language.

>

> Children with Asperger's make literal interpretations of other

> peoples' conversations and can over react to comments. Other

> people's teasing and sarcasm can distress them, although they may

> learn to use it themselves. They rarely make the connection between

> the harm they inflict on others and that directed towards them.

They

> are often impulsive saying things that others only dare think. This

> can make them sound arrogant, rude or hurtful. They acquire

language

> through memory rather than meaning and tend to convey messages

> obliquely.

>

> Play.

>

> Asperger's children understand that toys represent real objects but

> often have problems with more abstract substitutions or omissions.

> They often have a poor imagination and find it difficult to role-

> play.

>

> Identifying problematic conditions helps to ensure that specialist

> provision can be made for all those involved. There is a case to be

> made against the use of labels. The term `diagnosogenesis' has been

> used to describe a process of labeling where a person given the

> label creates or exacerbates the disorder. However, an equally

> powerful plea for the diagnosis of autistic spectrum disorders is

> that knowing someone has the disorder will tell you how to treat

and

> teach that person. Needs that are not recognized or met can lead to

> a lifetime of misery.

>

> Not so long ago, autistic spectrum disorders were blamed on the

> mother. It was claimed that children became withdrawn and autistic

> because of a lack of maternal attention when very young. The

> term `refrigerator mother' was coined. Fortunately, it is now known

> that this accusation was false. The actual cause of autism is still

> uncertain but it is believed to be of genetic source. Often members

> of the same family will have the syndrome. It is also found to be

> more common in males than females and is rarely recognized before

> the child is three years old. More recent therapies have included a

> gluten-free diet, although it has not been proved to be affective.

>

> It takes time and understanding to improve the quality of life for

> an autistic spectrum disorder child. There are many useful

resources

> for information both in books and on the internet. It is often

> helpful to join groups and associations who can offer support and

> advice. Many children with Asperger's Syndrome find school

> difficult, although it is often possible for them to attend

> mainstream school. They concentrate better in smaller groups and

may

> need extra explanation of what work is expected of them. Routine

and

> structure is important to them and anxiety can occur if this is

> disrupted. Unstructured moments of the day, such as playtime, can

> cause the most problems. They will need extra supervision as they

> are often teased or bullied by other children. The best strategy to

> avoid problems seems to be protection rather than exposure.

>

> Unwanted behaviors at home may be diminished by the use of a

> behavior chart. Recording behaviors, when they occur, what

triggered

> them and what happened afterwards, can give cares a greater

> understanding of why the behaviors occurred. A strategy can then be

> worked out on how to prevent the unwanted behaviors re-occurring. A

> clearly presented behavior chart is also a useful tool to explain

to

> the child which behaviors are acceptable and which are not.

>

> Publish Date : 3/16/2005 2:47:00 AM Source : Health Section

> ExpressNewsline.com

>

>

> Diagnosis of Asperger's Syndrome is made in terms of one or both of

> two main sets of diagnostic criteria: the DSM-IV criteria, and

> Gillberg's criteria (published by Swedish psychiatrist

> Gillberg).

>

> THE DSM-IV DIAGNOSTIC CRITERIA FOR ASPERGER'S SYNDROME

>

> (A) Qualitative impairment in social interaction, as manifested by

> at least two of the following:

>

> 1. marked impairment in the use of multiple nonverbal behaviors

such

> as eye-to-eye gaze, facial expression, body postures, and gestures

> to regulate social interaction

>

> 2. failure to develop peer relationships appropriate to

> developmental level

>

> 3. a lack of spontaneous seeking to share enjoyment, interests, or

> achievements with other people (e.g., by a lack of showing,

> bringing, or pointing out objects of interest to other people)

>

> 4. lack of social or emotional reciprocity.

>

> ( Restricted repetitive and stereotyped patterns of behavior,

> interests, and activities, as manifested by at least one of the

> following:

>

> 1. encompassing preoccupation with one or more stereotyped and

> restricted patterns of interest that is abnormal either in

intensity

> or focus

>

> 2. apparently inflexible adherence to specific, non-functional

> routines or rituals

>

> 3. stereotyped and repetitive motor mannerisms (e.g., hand or

finger

> flapping or twisting, or complex whole-body movements)

>

> 4. persistent preoccupation with parts of objects

>

> © The disturbance causes clinically significant impairment in

> social, occupational, or other important areas of functioning.

>

> (D) There is no clinically significant general delay in language

> (e.g., single words used by age 2 years, communicative phrases used

> by age 3 years)

>

> (E) There is no clinically significant delay in cognitive

> development or in the development of age-appropriate self-help

> skills, adaptive behavior (other than in social interaction), and

> curiosity about the environment in childhood.

>

> (F) Criteria are not met for another specific Pervasive

> Developmental Disorder or Schizophrenia.

>

> GILLBERG'S CRITERIA FOR ASPERGER'S SYNDROME

>

> 1. Severe impairment in reciprocal social interaction

>

> (at least two of the following)

>

> (a) inability to interact with peers

>

> ( lack of desire to interact with peers

>

> © lack of appreciation of social cues

>

> (d) socially and emotionally inappropriate behavior

>

> 2. All-absorbing narrow interest

>

> (at least one of the following)

>

> (a) exclusion of other activities

>

> ( repetitive adherence

>

> © more rote than meaning

>

> 3. Imposition of routines and interests

>

> (at least one of the following)

>

> (a) on self, in aspects of life

>

> ( on others

>

> 4. Speech and language problems

>

> (at least three of the following)

>

> (a) delayed development

>

> ( superficially perfect expressive language

>

> © formal, pedantic language

>

> (d) odd prosody, peculiar voice characteristics

>

> (e) impairment of comprehension including misinterpretations of

> literal/implied meanings

>

> 5. Non-verbal communication problems

>

> (at least one of the following)

>

> (a) limited use of gestures

>

> ( clumsy/gauche body language

>

> © limited facial expression

>

> (d) inappropriate expression

>

> (e) peculiar, stiff gaze

>

> 6. Motor clumsiness: poor performance on neurodevelopmental

> examination

>

> (All six criteria must be met for confirmation of diagnosis.)

>

> There is no specific treatment or cure for any of the PDDs,

> including Asperger's Syndrome. However, early diagnosis is

> essential, for the earlier intervention is initiated, the more

> promising the outcome. Treatment is individualized, based on

> specific symptoms and rehabilitative requirements. Appropriate

> educational programs will emphasize improving communication skills

> and social interaction, enhancing academic development, modifying

> maladaptive behaviors, encouraging adaptive behaviors, improving

> physical coordination, and developing daily living skills.

>

> Social skills are more effectively developed through interaction

> with normal peers, who then can also serve as models of appropriate

> behavior and use of language. But the educational environment must

> also be structured and consistent, and information should be

> presented visually as well as verbally. In order to help the child

> with Asperger's to generalize behaviors and skills learned at

> school, they need also to be reinforced at home. Thus parental

> involvement is absolutely essential to an integrated developmental

> program for an Asperger's child.

>

> Intervention may also require medication, including

> psychostimulants, tricyclic antidepressants, and beta-blockers. As

> the individual with Asperger's enters adulthood, he or she may also

> need specialized adult support services in order to locate and

> maintain employment and living arrangements.

>

> This is not to suggest that there is any cognitive impairment in

the

> Asperger's individual. On the contrary, those with Asperger's have

> no clinically significant delay in language development or in

> cognitive abilities. Many with Asperger's are of average

> intelligence, but many are actually highly gifted and even

> brilliant. People with Asperger's often obtain one or more college

> degrees, and they may become mathematicians, philosophers,

> scientists, university professors, etc. But adult functioning

> usually requires some degree of communication skill and social

> adaptability, and these are notably lacking in Asperger's Syndrome,

> which is why adult support services are often helpful or even

> necessary.

>

> What else is often lacking is comprehension of the nonliteral

> aspects of language, especially spoken language. Just as they miss

> nonverbal signals when interacting with others, people with

> Asperger's usually are stymied by humor, irony, metaphor, or any

> other use of language that goes beyond literal meaning. This makes

> normal interaction with coworkers or acquaintances difficult.

>

> Of all the pervasive developmental disorders, Asperger's Syndrome

> has the most positive prognosis, and children with Asperger's more

> often than not become independently functioning adults. However,

> their social impairments often lead to psychological difficulties,

> including poor self-image and depression, and as adults their

social

> interactions will continue to be marked by typical Asperger's

> disturbances, though usually in more subtle form if intervention

has

> been initiated early and successfully.

>

[Guest guest]

Autism:

Ger. Autismus, coined 1912 by Swiss psychiatrist Bleuler (1857-

1939)

From Gk. autos- " self " (comb. form) + -ismos suffix of action or of

state.

>

> " Kanner was an Austrian who immigrated to the United States in 1924.

> Asperger, also an Austrian, remained in Vienna. They both worked

> independently and by coincidence described the same type of

disturbed

> child and used the term autism. "

>

> I am curious as to why they both used the term autism - what are the

> roots of this word, where has it come from? Just curious as ever :-)

>

[Guest guest]

Re:

> Well, Zylon, when a number of professionals claim that something is

> fact and it is later proven otherwise, their definition is understood

> to be inaccurate.

Giving a name to something doesn't equal a claim of " fact. " because

the parts (or the whole) of a thing do not include its name — a name

isn't a fact about a thing, but a fact about the people who *put* that

name onto the thing they named.

When humans first noticed some animal — a dolphin, say — and made up a

word to call it by (whatever word they made up in their language),

they might have described that animal incorrectly. (Until the mid-18th

century, most people in Europe incorrectly defined dolphins as a type

of fish.)

Once some people eventually noticed: " Hey, guys, dolphins are

*not* fishes, because the bodies of mother whales make milk for their

offspring, and the offspring come out of the womb live on the end of

an umbilical cord — no fish does that, " this didn't make the word

" dolphin " somehow an " incorrect word " to say when you meant this

animal.

> So, although non-Aspies created a basic definition

> of Asperger Syndrome, their definitions have been proven inaccurate by

> persons with AS ... not only those in the general population but also

> those who are considered to be colleagues of these non-Aspies.

By the same logic ...

" although some people long ago created a basic definition of 'dolphin'

[as a type of fish], their definition has been proven inaccurate by

observations of dolphins, and that means that nothing they have

observed about dolphins could be accurate. If those silly people who

called dolphins 'fish' observed that dolphins live in water, jump

above the water, and eat seafood ... well, these observations just

have to be wrong, because people who first observed those things were

probably the same people who wrongly classified the animal they

observed doing those things. "

Kate Gladstone

[Guest guest]

<julie.stevenson16@...> wrote:

>

> Previously I never suspected I was AS, it took others to point it

out

> to me - but of course they were opinions - so I researched. I did

not

> automatically accept anything, I weighed things up and gathered

lots

> of different opinions and info'.

>

> Before I was diagnosed I would not call myself aspie - that was my

> personal choice. I don't mind others self diagnosing - but my way

of

> thinking was if I suspect I have flu, I go to the doctors to

confirm

> or not my suspicions. I was the same with Aspergers. I suspected I

> had it - I could see traits (like one would see symptoms of flu)

but

> I was not 100% sure - I needed to know - to be certain and that is

> when I sought out a professional. Neither would I see just anyone,

I

> sought out seeing a professional that dealt with Aspergers, one who

> had knowledge in this area.

>

this is myself as well. I wanted a professional opinion but

the cash outlay keeps me at self Dx. I did a lot of research but

That was a reason I sought to write Atwood. I had to admit that

attending a confrence where he was was not going to result in him

leaping up and SAYING " you I can see it from here You mimi clearly

have AS " I can only go by what I have read. I know that was a

strange thing to have wanted but my dx of myself is about 8 monts old

now. I came to it slowly Ravi my EX and then me all the pieces fit

Suddenly I did fit in somewhere. I was not the only human on the

whole planet to feel the way I do. That was huge to me. In the NT

world I am alone and singular, an oddity, a child, not real. Here I

have a voice I am real. My boyfriend doesn't seem to understand how

important this has been to me. i always thought I was just a

holigram, AS gave me a solid form and put the world in perspective.

No more looking to the sky and waiting to be picked up. It is hard

to come to this in adulthood because my whole life was alienation

regardless of how much I liked others I wasn't one of them

[Guest guest]

Thanks.

Wonder if also where auto originated from, as in' 'auto-pilot'

pertaining to self? Auto suggestion (suggesting to one's self) Quite

fasicinating language :-) but is it applicable/fair to believe all

autistics self obsessed? I have come across this attidude before :-(

>

> Autism:

> Ger. Autismus, coined 1912 by Swiss psychiatrist Bleuler (1857-

> 1939)

> From Gk. autos- " self " (comb. form) + -ismos suffix of action or of

> state.

[Guest guest]

Coming to realisation later in life concerning AS can be hard, but I

have found it has answered a lot of unanswered questions, helped me

understand more, make sense of a lot of things in the past that

didn't previously.

> this is myself as well. I wanted a professional opinion but

> the cash outlay keeps me at self Dx. I did a lot of research but

> That was a reason I sought to write Atwood. I had to admit that

> attending a confrence where he was was not going to result in him

> leaping up and SAYING " you I can see it from here You mimi clearly

> have AS " I can only go by what I have read. I know that was a

> strange thing to have wanted but my dx of myself is about 8 monts

old

> now. I came to it slowly Ravi my EX and then me all the pieces fit

> Suddenly I did fit in somewhere. I was not the only human on the

> whole planet to feel the way I do. That was huge to me. In the NT

> world I am alone and singular, an oddity, a child, not real. Here

I

> have a voice I am real. My boyfriend doesn't seem to understand

how

> important this has been to me. i always thought I was just a

> holigram, AS gave me a solid form and put the world in

perspective.

> No more looking to the sky and waiting to be picked up. It is hard

> to come to this in adulthood because my whole life was alienation

> regardless of how much I liked others I wasn't one of them

>

[Guest guest]

I don't think autism has the significance of 'self obsessed'. I think

it means more 'to be (in) oneself' or 'to do things in an authentic

(original, own) way'.

> >

> > Autism:

> > Ger. Autismus, coined 1912 by Swiss psychiatrist Bleuler

(1857-

> > 1939)

> > From Gk. autos- " self " (comb. form) + -ismos suffix of action or

of

> > state.

>

[Guest guest]

Hello ,

Yes "auto" means self , whether being by itself (auto-ism) or moving by itself (auto-mobile) or operating by itself (auto-matic; auto-maton) or piloting by itself (auto-pilot).

Zylon

Re: Definitions WAS: Introducing Myself>Thanks.>>Wonder if also where auto originated from, as in' 'auto-pilot' >pertaining to self? Auto suggestion (suggesting to one's self) Quite >fasicinating language :-) but is it applicable/fair to believe all >autistics self obsessed? I have come across this attidude before :-(>>>>>>>>> Autism:>> Ger. Autismus, coined 1912 by Swiss psychiatrist Bleuler (1857->> 1939) >> From Gk. autos- "self" (comb. form) + -ismos suffix of action or of >> state. >>>>>FAM Secret Society is a community based on respect, friendship, support and acceptance. Everyone is valued. To contact the forum administrator, use this e-mail address: -owner >>Check the Links section for more FAM forums. >>Our website is here: >>http://www.geocities.com/environmental1st2003/FAM_Secret_Society.html>>and you may add to it on this page: >>http://www.geocities.com/environmental1st2003/Main6.html>>>> >

[Guest guest]

Hello Tom,

Zylon here to take your AS " test " .

Your sources (labled below " AS " ) describes AS, and I (labled below as

" ME " ) respond:

AS: cluster of traits that included egocentricity, ME:not usually, but it

may appear that way at first on this forum due to the initial motivation.to

be on the forum.

AS: difficulties with social interaction, ME:yes, but more in the message

than in the style. Also, I am extremely shy. and have different interests

and ways of thinking and feeling from them.

AS: clumsiness (including problems with both fine and gross motor

control), ME: In some ways my fine motor control is above average, but I am

bad at sports. I can print very small and very neat, but I cannot thread a

needle.

AS: and pronounced language peculiarities. ME no.

AS: significant impairment in several areas of development, ME: yes, very

much so

AS: especially those involving social interaction, ME: Yes, very much so

AS: language development, ME no.

AS: and communication skills. ME: Except for crippling shyness, the

impairment is that what I want to communicate is incompatible with NTs. The

skills, once communication is proceding, seems OK.

AS:: a wide range of intelligence, abilities, ME: My intelligence is

severely split, but it is split in the opposite way than I usually hear

associated with PDDs. (my rote and working memory is much lower than my

conceptual level )

AS: and adaptive or maladaptive behaviors. ME: My behavior is reclusive and

withdrawn. I have learned to stay away from people, because our interests

and feelings are incompatible, and I am extremely prone to feeling

embarrassed.

AS:There is a pedantic, monotonic speech pattern, ME: no.

AS: usually focused on a particularly narrow area of interest. ME: My

interests are mostly about the natural world, i.e. everything except that

which is man-made. NTs are the restricted ones. All they are interested in

mostly social stuff. Even TV shows supposedly about nature are mostly

about man,

or from man's point of view. I am interested ffrom nature's point of view.

(e.g. a tornado is a vortex, not a disaster).

AS: the underlying brain abnormalities are present from birth. ME yes

AS people with Asperger's are usually more physically clumsy ME: I do not

appear clumsy, and I have amazing digital coordination.

AS An individual with Asperger's will usually have a higher verbal IQ

relative to his or her performance IQ,

ME: yes

AS: oddities of non-verbal communication; eye gaze, gestures, posture, voice

>quality, prosody ME: no

AS: and word choice. ME: Only due to the strangeness (to the NT) of what I

am trying to communicate. and the way I think. My syntax is normal.

AS :lack of humor ME: no, I can be extremely humorous.

AS: and pedantry. ME no.

AS:

>1) Speech, pedantic, stereotyped. ME no

>

>2) Non-verbal communication- little facial expression, monotone

>voice, inappropriate gestures. ME: no

>

>3) Social Interactions-not reciprocal, lacking in empathy ME: no, unless

partner is feeling something which I never feel.

>4) Resistance to change-enjoys repetitive activities ME not usually

>

>5) Motor co-ordination- gait and posture odd, gross movements,

>clumsy, sometimes stereotypes ME no, but I do have a tic

>

>6) Skills and interests- good rote memory, ME: DEFINITELY NOT!

AS: difficulties in extracting a meaningful whole from what they see and

hear. ME: Perceptually, maybe.

AS:The more complex the environment the more difficulty they have in

extracting vital information.

ME: The way I put it, I cannot stand clutter. This seems to be due to my

poor working memory, and possibly a perceptual problem.

>

AS:They usually want to be sociable

ME: Only with those I like. For others, I may like them to interact with me,

but I do not like it when they demand a response from me. For fear of this

response demand, I avoid most people.

AS:they... have little idea about how they are sending out the wrong signals

for friendships to develop.

ME: Sometimes, but as a child friendships were prevented by differing

interests or by my shyness, and as an adult friendships are prevented either

by taboo or the learned fear of communicating directly. Indirect

communication is prevented by the difference in our cognitive structure,

desires, abilities, situational realities, feelings, and interests. Both the

taboo and the fear of direct communication stems from their fear of my

sexuality, which I don't even have.

AS: they can behave appropriate when left on their own but becomeoverwhelmed

by large groups.

ME: Yes.

>

AS: Children with Asperger's make literal interpretations of other

>peoples' conversations ME: no

AS:: . They are often impulsive ME: I am notoriously non-impulsive.

AS: They acquire language through memory rather than meaning ME: Deginitely

NOT.

AS: Asperger's children ...often have problems with more abstract

substitutions or omissions.

ME: no

AS:They often have a poor imagination and find it difficult to role-play.

ME: Definitely not

>

>THE DSM-IV DIAGNOSTIC CRITERIA FOR ASPERGER'S SYNDROME

>

>(A) Qualitative impairment in social interaction, as manifested by

>at least two of the following:

>

>1. marked impairment in the use of multiple nonverbal behaviors such

>as eye-to-eye gaze, facial expression, body postures, and gestures

>to regulate social interaction

ME: no

>

>2. failure to develop peer relationships appropriate to

>developmental level

ME: YES, very much so

>

>3. a lack of spontaneous seeking to share enjoyment, interests, or

>achievements with other people (e.g., by a lack of showing,

>bringing, or pointing out objects of interest to other people)

ME: no

>

>4. lack of social or emotional reciprocity.

ME: no

>

>( Restricted repetitive and stereotyped patterns of behavior,

>interests, and activities, as manifested by at least one of the

>following:

>

>1. encompassing preoccupation with one or more stereotyped and

>restricted patterns of interest that is abnormal either in intensity

>or focus

ME: I don't see it that way.

>

>2. apparently inflexible adherence to specific, non-functional

>routines or rituals

ME: usually not

>

>3. stereotyped and repetitive motor mannerisms (e.g., hand or finger

>flapping or twisting, or complex whole-body movements)

ME: Sometimes if I'm bored. I have a tic.

>

>4. persistent preoccupation with parts of objects

ME: no

>

>© The disturbance causes clinically significant impairment in

>social, occupational, or other important areas of functioning.

ME: Yes, very much so

>

>

>1. Severe impairment in reciprocal social interaction ME: no

>

>(a) inability to interact with peers ME: sometimes

>

>( lack of desire to interact with peers ME: yes

>

>© lack of appreciation of social cues ME: Maybe:

>

>(d) socially and emotionally inappropriate behavior ME: I don't know

>

>2. All-absorbing narrow interest >

>

>(a) exclusion of other activities ME sometimes

>

>( repetitive adherence ME no

>

>© more rote than meaning ME: DEFINITELY NOT

>

>3. Imposition of routines and interests

>

>(at least one of the following)

>

>(a) on self, in aspects of life ME: sometimes

>

>( on others: ME:sometimes

>

>4. Speech and language problems

>

>(at least three of the following)

>

>(a) delayed development ME:no

>

>

>© formal, pedantic language ME: no

>

>(d) odd prosody, peculiar voice characteristics ME:no

>

>(e) impairment of comprehension including misinterpretations of

>literal/implied meanings ME: no

>

>5. Non-verbal communication problems

>

>(at least one of the following)

>

>(a) limited use of gestures ME:no

>

>( clumsy/gauche body language ME:no

>

>© limited facial expression ME:no

>

>(d) inappropriate expression ME:no

>

>(e) peculiar, stiff gaze ME:no

>

>6. Motor clumsiness: poor performance on neurodevelopmental

>examination ME: no

>

>(All six criteria must be met for confirmation of diagnosis.)

>

>AS: >What else is often lacking is comprehension of the nonliteral

>aspects of language, especially spoken language. ME:no

AS: they miss nonverbal signals when interacting with others, ME: no

AS::people with Asperger's usually are stymied by humor, irony, metaphor, or

any

>other use of language that goes beyond literal meaning. ME:no

Do I seem to be AS to you from the answers I gave here?

Zylon

[Guest guest]

zylon

that is an old test and there have been substancial improvements in

testing. Also that approach is static. People reject their DX. I

came to mine over time piecing together those in my family first and

me last so there was time. If you reject AS, then to you, you don't

have it. If you reject NT's then you don't belong and if you don't

want to belong anywhere then you don't. For me the realization was

relief. But if it suits you you can get bogged down in semantics.

Most everyone here is supportive and kind you don't have to join in

if you don't want to. I have described myself as an old man, but I

am a female. Many people may have similar feelings, aversions, and

reasoning and yet they can be very disimilar. If you want to hang

out and unconditionally love 7 year olds I can see where you not

being a teacher or parent may be a problem. Your intentions may in

fact be pure but parents have a right to be protective of their

children. My son joined a gym for children, he wouldn't wait in line

and he couldn't control his excitement. It was the other parents

choice that he either needed to participate in an approiate way or

not be part of the group. Whomever you are attracted to regardless

of their age if they are unable to choose the relationship as you do,

them the relationship is detrimental to them. Perhaps not you as you

can make choices and decern. So the fact is that you are the age you

are and male and asexual but you have the ability to choose, and you

can weigh the effect of your affection, the other person based on

their understanding level of development can become confused.

As A teen and an adult I thought the consequence of friendship was

sexual entanglement. I was frustrated confused and frightened that

this was the way the world was but over and over I was told this.

Because of my gender. That is why people were afraid of you because

the person you love suffers confusion while you give them nothing but

love. Childlike people aren't always sure what they truly want as

their understanding of the world is limited that is why young have

parents or gardians. My own son's understanding is limited and so as

his parent I support him and guide him to independance if I can, but

I offer him to no one

[Guest guest]

Hello Mimi,

You said:

>but you have the ability to choose, and you

>can weigh the effect of your affection, the other person based on

>their understanding level of development can become confused...

>. That is why people were afraid of you because

>the person you love suffers confusion while you give them nothing but

>love. Childlike people aren't always sure what they truly want as

>their understanding of the world is limited that is why young have

>parents or gardians.

So what you say is that it is hopeless. I am in a prison I can never escape

from. No one can look into my mind and help me. Becoming an adult was a

death sentence.

The people who are afraid of me are adults, and thei fear comes before any

association I have with those I love. The child-like people themrselves do

not fear unless told to do so. The fear often goes away completely if and

when the adults sees me with the child-like person. But always I was rarely

able to get near them, and now I can never get near them.. .Like it was with

, I was kept from her before I was ever with her, just by saying I

want to be with her. But when the adults saw me with her, there was no more

fear. knew what she wanted. She did not suffer any confusion once I

was able to be with her. It was the adults who were afraid of me, and it

was the adults who tried to confuse about me, telling her that only

rapists and fathers would ever seek someone like her.

But she was a rare case which will never repeat. Now I am even older, and

can never again use a temporary " boyfriend " role to get near those I love.

So what you say is that it is hopeless. I am in a prison I can never escape

from. No one can look into my mind and help me. Becoming an adult was a

death sentence.

Zylon.

[Guest guest]

Zylon wrote: " So what you say is that it is hopeless. I am in a

prison I can never escape from. No one can look into my mind and

help me. Becoming an adult was a death sentence ... <snip> ... "

It may look hopeless to you and it may have felt that way for an

entire lifetime since the loss of your Angella, but I am here to

tell you that it is not hopeless along as you see things as they are

and accept the beauty therein.

Everyone here knows that I believe in the Law of Neutrality.

Everything that happens in life is a neutral event, neither bad nor

good. It is what it is. How we choose to react to each neutral

event determines whether it is positive or negative.

When you subscribe to this belief, even the most negative of

emotions ascribed to a situation are manageable.

I know. Today was an exceedingly difficult day insofar as I could

only react negatively to attacks and threats that endanger my

child. With the help of online friends and my boyfriend, I was able

to find a way to rebuild my point of view and to mount a defence

that intends to protect my child while providing me with a sense of

forward movement.

While he and I are far from being out of harm's way, I am more

settled this evening than I was earlier today when I was lost within

myself.

For me, the initial reaction is the most intense and harshest

because my emotions overrule my logic. Once the emotions abate

somewhat, I am able to think logically and clearly.

Back to your comment though, Zylon. Nothing is hopeless.

Everything can be changed except death. Knowing this to be true,

you have the power within you to do what you feel is right for you.

Raven