Thinking about adult developmental disabilities

• Psychiatric Therapeutics Vol.32 No12 pp.1549-1559

  • “Thinking about developmental disorder in adults.”

• Original reference for this figure, which was [discussed on Twitter at https://twitter.com/jingisukaan1/status/985404890838020096

  • 
  • I thought it would be harmful for it to be separated from its context and left on its own, so I explained
  • The author of this figure is Hideo Honda.
    • Shinshu University Hospital, Department of Children’s Mental Health Care
    • want to do , should do

• round-table discussion

  • A roundtable discussion among four supporters who both admit to having some developmental traits.
    • I can relate to the “brief self-introduction” question when people ask “how long is brief?” and “from what point did you introduce yourself?”
    • Yui Hirono
    • NPO DDAC (Developmentally Disabled Adults Association)
    • ADHD
    • Reiko Sekine
    • Specified Nonprofit Corporation Nest Japan
    • clinical psychologist
    • AS
    • Yuki Higata
    • Department of Children’s Mental Health Care, Shinshu University Hospital, etc.
    • psychiatrist
    • ADHD+ASD, more ADHD
    • Hideo Honda
    • Shinshu University Hospital, Department of Children’s Mental Health Care
    • AS Main, ADHD, athletic.

• If you don’t know your own characteristics, you can easily become maladjusted by trying to live in a way that doesn’t suit you.

• Parents say, “I’m out of college, but I can’t get a job.”

  • If you are visually dominant and have a good memory, you can study.
  • A high school education does not lead to a job, and people who have a relatively good work history are actually not very well educated.
  • Conversely, a mismatch with the expectations of those around you, “I’m out of college, why can’t I do it?
  • High school teachers would let them go on to higher education anyway.
    • Transitional period, a time when if you want to go on to higher education, you can do it.

• Difficult interpersonal relationships in the workplace

  • Campaign for cheerful greetings to reduce turnover
    • I don’t see the point of brightening it up.
    • I don’t understand the logic behind thinking that forcing people to greet each other cheerfully will reduce turnover.
    • I don’t know either, and that’s just a problem with the intelligence of management.

• I can’t cut corners just right.

  • They work hard and finish in 30 minutes the work that a normal person would do in an hour, and then they are given more work to do.
  • In order to get people with ASD to perform, it is better to specify only the outcome and let them do it in any way they want.

• diagnosis

  • From a doctor’s point of view, it’s based on whether you meet the diagnostic criteria.
  • The parties are “in trouble.”
  • “Be there for the hardship.”
  • Diagnosis is not the same as whether or not the patient is in trouble environmentally.

• being hired

  • I want to help people and make them happy.
    • But when I work, I get angry.
  • Otoko wa Tsuraiyo, Tsuribaka Nisshi
    • The protagonist can’t do anything out of the ordinary.
  • It would not be fun if all the characters in “Doraemon” were “Mr. Dekisugi-kun.
  • Here is the figure on the topic
    • Figure often used by Dr. Honda in his lectures
    • 
    • I teach people with developmental disabilities, both adults and children, to make their personal lives a priority.
      • Think about whether you need it for your life and discard what you don’t seem to need.
      • I’ll only do a few quotas that I really need to do.
  • It would be good if we could openly say, “I am good at this, I am not good at that,” and combine the two in society as a whole.
  • If you don’t have a job that is enough to make money to play with, you will be crushed.

• Good support, unwanted support

  • Easily deceived by others
    • Poor money sense
    • I can’t read the other side of things.
  • It must be fun to be with all of you.”
    • I don’t really enjoy it.
    • Don’t impose your values on me.
    • When someone asks me out, I’m burdened because I don’t know how to say no.
    • Basically individual
      • Different people, different things.
      • Requires pre-assessment and post-assessment coordination
  • Don’t try to adapt them to society.
    • It’s good to tell people flat out that this is how the majority thinks.
    • It’s up to each person to decide whether they want to be with the majority or not.
  • Many people lump it all together as “developmental disabilities” and don’t have the training to look at each person individually. - Look at each person and make the most of each person - This is the same philosophy as the 100 men, 100 ways personnel system.
  • It’s faster to get people to change than to change the person.
    • The obstacle is that it is not easy to change.
    • Parties cannot live without Intercultural Exchange skills.
    • Supporters don’t always have those skills.
      • It may be difficult for people with low social skill to support

• atypical development

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