4pm 9/11/20
Air Quality due to the Wildfires.
Creative Workarounds and Silver Linings
https://www.neuronav.org/post/creative-workarounds-and-silver-linings
A reflection for the NeuroNav newsletter
Science Fiction or What
The smoky air from the Mendocino County wildfires 100 miles away, hovering above the bay area. CA
1pm
12p
11am - is it lightening up?
10:30am - Red mixed with gray clouds
10am: A distinct orange, tending to orange-red
9:30am: Yellow Orange Skies
7am - dark grey skies. light ash fall
An Explanation
— is caused by smoke from the over 300,000-acre August Complex fires burning in Mendocino and neighboring counties.
The Bay Area is directly downwind from the fires and strong winds are pushing smoke about 5,000 feet up in the air through a process called “turbulent mixing.” Or, as NWS meteorologist Drew Peterson put it: “It’s kind of like if there’s a pile of dust, and someone took a leaf blower to it and flung it all up into the air.”
The sky is orange because longer wavelength light (reds and oranges) are able to push through smoke particulates, whereas shorter wavelengths (blues and purples) are filtered out. And it has gotten progressively darker since (the largely invisible) sunrise. According to the National Weather Service, as the winds weaken, gravity takes over as the primary vertical transport of the smoke. “Suspended smoke will descend closer to the surface and could lead to darker skies and worsening air quality today,” the agency posted on Twitter, adding, “This is beyond the scope of our models so we rely on your reports!”
Berkeleyans have been sharing dramatic photo on social media since they woke up — describing the view as a “nuclear winter” or the “Twilight Zone.”
The good news — and boy do we need good news on an eerie day like today — is that the air quality is actually pretty good in Berkeley. According to the Bay Area Air Quality Management District monitor at the Aquatic Park, it was at the yellow, “moderate” level (79 MP2.5) by the 7 a.m. count.
Collaborating on Anxiety in Neurodiversity
Over the summer, I was part of a Stanford Rebuilt Project - NDGifts (Neuro diversity, Giving Individuals full team success.). It was a collaborative effort by around 72 people from across the world. It is the idea of helping employers better understand ND so that ND folks also become part of the employment landscape. I wrote the section on Anxiety as Comorbidity of the 81 page report.
Launch Event on 9/3/20 (From 0:52 mins) - on Youtube
Link to the Report: My section starts on Page 50
I actually heard about this project from another recent Berkeley graduate, Cole, who is also part of this project. It’s been an unusual summer sitting at home, with rampant cabin fever.
There were many areas that Tiffany laid out that we could get involved in and frankly I was feeling a little overwhelmed at the beginning. I already deal with a lot of anxiety and this summer of pandemic has not been kind to many of us autistics in some ways and it has felt very oppressive and suffocating.
So I thought, why not take on the topic of anxiety as a co-morbidity and write on it. Writing can be cathartic and therapeutic as well as informational for others, and I have written on mental health in autism before.
Other topics I was interested in writing about was how neurodiversity is defined, how it is represented in the media and the whole special education system which is a mess with gatekeeping at every level. Had lots of thoughts on many of these things. Of course it's absolutely unrealistic to take on writing so many. So I focused on the anxiety part. But was able to add inputs to other different areas in the meetings.
Tiffany was also super helpful in funneling a lot of research articles my way as I was trying to set up the remote login to the Berkeley library system to access research materials. So that was super helpful.
Sometimes the hardest part is to get started and Nicole was really great on that and she outlined a nice framework to work within. It was great working with Nicole.
So the section is a combination of literature review of existing research and incorporating personal experiences to give it a human angle, that there are real people at the end of it reflecting liv’d experiences.
I think mental health is something that people have not quite understood, a kind of fuzzy logic. Sometimes it seems like the newest buzzword, to be used almost like a fashion accessory, which saddens me as it dilutes the needs of those who really have to liv with it.
Everyone also seems to assume that Mental health is a stand alone condition. So if you have autism, it must preclude anxiety. I think what we are trying to say is that anxiety is a very real thing, a very real co-existing condition, a very real comorbidity of neurodivergence.
If you think about it, Mental health is inevitable after years of feeling different, that you don’t belong, and being excluded. The nature of the neurodiversity itself, whether it's autism or ADHD or dyslexia or dysgraphia, can itself be a source of anxiety as can environmental factors and societal attitudes. We go into explaining these in the report. It does not matter if the disability is very visible like in my case or invisible as in the case of many others, each has different anxieties around it.
I have both learned from and enjoyed writing this section as well as reviewing and providing feedback to other sections.
I think one of the surprising ironies of this pandemic, or rather its bright lights, is that zoom has been able to connect us to people from around the world. It was amazing to hear different perspectives across times zones and across continents. So we were zooming and working off the same google drive and it did not matter that we were literally crossing physical oceans.
As an autistic I have a huge personal stake in seeing improvements across the board for our community. I tentatively attended the first meeting and found an important area was being targeted, getting employers to understand what neurodiversity was about.
You see, you can implement all kinds of laws to mandate equitable access to employment, but laws will not translate to anything as long as employers feel uncertain and uncomfortable about what they are dealing with.
It's no use just telling employers that they need to be doing this for the greater good because everyone needs to be included. They will always find a workaround to not go into unknown employee territory if they don’t understand what accommodations can look like or that there can actually be advantages to them. Neurodiversity is a huge spectrum which can make it seem overwhelming but it can also be a spectrum of un thought of skill sets that can be harnessed.
I had another stake in this project in that some faces in the neurodiversity populations such as autistics with higher support needs, are less visible even to general society, and therefore less visible to employers as well. For instance, I’m not the image of what you imagine a college going autistic would look like. But why should individuals like me be a rarity in the college world and hence the employment world. I wanted to give a voice to this population as well, that we exist and have skills to contribute too. And we can create win-win situations.
It stands to reason therefore that as potential employers learn about neurodiversity, they will become more amenable to including all of neurodiversity in the employment arena. We can help employers get over this fear of the unknown and find out that perhaps we are all not so different after all. I believe this project is a step in expanding understanding and kind of demystifying neurodiversity.
Simple really, from my point of view as an autistic. All of us, whether abled or disabled want to be contributing members of society. We all need to wake up to something meaningful every day.
Anxiety as Comorbidity By Nicole Seaward & Hari Srinivasan
Over the summer, I was part of a Stanford Rebuilt Project - NDGifts (Neuro diversity, Giving Individuals full team success.). It was a collaborative effort by around 72 people from across the world. It is the idea of helping employers better understand ND so that ND folks also become part of the employment landscape. I wrote the section on Anxiety as Comorbidity of the 81 page report.
Link to the Report: My section starts on Page 50. Here it is again for reference.
Link to the Report: My section starts on Page 50. Here it is again for reference.
Anxiety as Comorbidity in Neurodiversity
By Nicole Seaward & Hari Srinivasan
Reviewed by Kamel Webster
Overview of Anxiety
Anxiety is a universal human experience that triggers the impulses to fight, flee, or freeze. Symptoms of anxiety include “persistent feelings of restlessness, irritability, difficulty concentrating, sleep disturbance, fatigue, nausea, diarrhea, and muscle cramps” (Bandelow, Michaelis, & Wedekind, 2017). Anxiety is the result of both biological and environmental factors. “Childhood adversity, stress, or trauma” contribute to the development of anxiety disorders with the age of onset being around eleven (Bandelow, Michaelis, & Wedekind, 2017). Anxiety can be extremely intense and result in illness and lost time at work or from school. Chronic, pervasive anxiety is often characterized by excessive worry, rumination, and anticipatory anxiety. This generally results in avoidance behavior which reinforces anxious feelings (Riordan & Singhal, 2018) and can impact one’s participation in daily life. While optimal anxiety increases performance, too much can have a detrimental impact, and when left untreated, anxiety can cause significant functional impairments (Riordan & Singhal, 2018). When one is experiencing anxiety, the state of arousal can be so distracting that learning and memory are negatively affected (Riordan & Singhal, 2018). Furthermore, anxiety can disrupt relationships as well as social development (Riordan & Singhal, 2018). Common treatments for anxiety include both therapy and pharmacological treatments. It is important to identify and treat severe anxiety, but also to recognize the occasional benefits of anxiety in its milder forms.
Autism Spectrum Disorder (ASD)
Anxiety is common in those who are autistic as a result of sensory sensitivities, societal expectations, disclosure, and camouflaging. The illustration by Halim, Richdale, & Uljarević (2018) below provides a succinct overview of the many causes of anxiety in autistics. Estimates of the co-occurrence of anxiety and autism range from 40% (Rosen et al., 2018) to 48% (Smith, Ollendick, & White, 2019). Furthermore, research has shown that the added presence of anxiety can significantly impact quality of life (Smith, Ollendick, & White, 2019). Autistics prefer routines and when one is disrupted this can cause significant stress to the individual. Therefore, the management of the “intolerance of uncertainty” is an important factor in addressing anxiety in autistics. (Hwang et al., 2019).
In addition to the factors noted above, there are various ways in which the social environment can cause or exacerbate anxiety in autistic individuals. One of the authors of this section, Hari Srinivasan, has autism, ADHD and Dysgraphia. He can testify to the pressure of constantly trying to fit into “normal” societal expectations beginning in childhood. Since the societal “normal” itself is ill-defined, it is akin to chasing a moving target which is a constant source of stress. The result is constantly facing gatekeeping at every step, be it in education, social opportunities and in the field of employment. Autism can be both visible and invisible both of which can contribute to anxiety in their own way. For instance, Srinivasan’s autistic traits, with atypical body mannerisms and limited speech, are very visible. Therefore, disabilityrelated stigma may exist, whether overt or subtle, from employers and co-workers from the start. Those with an invisible form of autism face the dilemma of trying to camouflage their autism or disclosing their disability in order to avail of the ADA accommodations; either choice contributing to anxiety. In addition, a common misconception is that autism somehow magically disappears in adulthood, when in reality, years of therapy have only served to ‘mask’ some of the more overt atypical mannerisms. This means that anxiety associated with being autistic continues into adulthood though the intensity of anxiety may well depend on an individual's physiology and resilience.
Untreated anxiety will negatively impact entering the workforce, sustaining employment and enjoying the quality of life one expects from productive employment. Another author of this section, Nicole Seaward experienced autistic burnout after too many years of camouflaging and trying to fit in as “normal” in the workplace. Seaward experienced daily panic attacks and anxiety related to work that eventually became too much and she temporarily lost many of her executive functioning skills making independent living difficult and working impossible. Autistic burnout is still a new term and is characterized by “chronic exhaustion, loss of skills, and reduced tolerance to stimulus” (Raymaker et al., 2020, p. 136). Autistic burnout has serious consequences that can be reduced when the proper supports are in place and the individual no longer feels the need to hide their autistic traits (Raymaker et al., 2020).
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD presents varying degrees of challenges in the areas of hyperactivity, inattention, impulsivity, concentration, productivity, memory, and focus. Comorbid and ‘hidden impairments’ are common among those with ADHD, including anxiety (Adamou et al. 2013). In fact, nearly 25% of children diagnosed with ADHD had some form of anxiety disorder (Bilgiç et al., 2013). Many of the challenges associated with ADHD “generate anxiety-provoking situations” (Bilgiç et al., 2013). Individuals with ADHD may struggle to maintain their focus which can impact task completion. Their memory might be poor due to being distracted while intaking information and learning. In other studies, a physiological link has shown that anxiety in the ADHD population correlates with lower neural activity or poor performance with visuospatial working memory tasks (Meer et al., 2017).
Srinivasan points to his experience of ADHD as a cause of anxiety. In his case, ADHD can mean an impulsive fidgeting body, which society does not regard as an appropriate social mannerism. There are also some internal conflicts when ADHD is combined with autism - ADHD can mean a certain need for newness (easily bored) which conflicts with “sameness” that the Autism desires. Depending on the situation, environment and topic, attention itself can go from hyper focus to inattention. The level of body activity too can go from hyperactive to hypoactive. Having to navigate the terrain of a potentially unaccepting social or workplace environment on top of the uncertainty of your own body reaction creates for constant anxiety laden scenarios which affect productivity
Dyslexia
Anxiety is often higher in dyslexic individuals due to the near constant challenges related to learning, subsequent feelings of inadequacy, and fear of failure (Carroll & Iles, 2006). Dyslexia is marked by challenges with writing and reading, along with functioning memory, processing speed, organization, and time management. As a result of these challenges, dyslexics are associated with “depression, anxiety, lower self-esteem, and often, behavioral problems” (Livingston, Siegel, & Ribary, 2018). Weak reading skills can contribute to lower academic achievement which has shown to lead to an increase in levels of social anxiety (Carroll & Iles, 2006). Negative emotions from living with dyslexia can contribute to “lower self-efficacy and competency relating to work, and increased work anxiety” (Livingston, Siegel, & Ribery, 2018, p.126). The challenges of dyslexia start in the early years of education, continue into adulthood and can impact success in the workplace.
Dysgraphia
Dysgraphia can be developmental or acquired through injury and is characterized by difficulty with the physical act of writing or typing due to challenges with fine motor skills (Tafti & Abdolrahmani, 2014). Difficulty with gripping a writing utensil, typing written words, discerning units of language (especially new words), and managing working memory contribute to frustration and low self-esteem (McCloskey & Rapp, 2017). Furthermore, when an individual is focused entirely on writing words, they are not fully able to concentrate on learning and therefore can fall behind. The experiences of repeated failures, bullying, and loneliness associated with dysgraphia are tied to increased levels of anxiety (Biotteau et al., 2019). As mentioned above, feelings of anxiety lead to avoidance behaviors and this can result in the dysgraphic individual opting out of experiences that will increase their education and chances of engaging in fulfilling employment.
Srinivasan offers an explanation of his experience of dysgraphia as related to motor apraxia, motor memory, motor planning issues and even dysregulation in the ability to form a body schema. There is more to writing than just the ability to grip and pick up a pen or pencil and scribble on paper. There is a lot of motor planning involved, in what direction the hand should move, by how much, at what angle, the font size, and the spacing. These tiny adjustments can be hard for a person with poor fine motor skills. A whole sequence of movements go into writing each letter. A poor body schema means the brain is constantly trying to keep track of where the hand is in space and time on top of the other tasks involved. For a typical person, these movements are embedded in their motor memory, making the writing task automatic, but motor apraxia and poor body schema means that such sequences of motor movements take much longer or do not make it into the motor memory. So, the act of writing itself ends up as a laborious task of having to motor plan all over again each time and distracts from the attention and thinking processes. Srinivasan can see the letters in his head but is never quite sure if he will be able to pen it on paper, which leads to tremendous anxiety. He says his motor instinct is to write his name, as that is an activity he was made to do over and over again in his special education years. When compared to writing, the act of typing, though it has its own challenges, seems a relatively easier motor task, as it requires the press of just a single key for each letter most of the time.
All neurodivergent individuals are unique, though anxiety seems to be common to many of them (Tafti & Abdolrahmani, 2014). Individuals may not be aware that their work performance or behavior is being impacted by anxiety. Deficits in social interactions and transitions are a challenge for many who are neurodivergent and may further contribute to anxiety. There is also a great deal of stigma with neurodiversity, which creates anxiety around disclosure and impacts emotional health (Livingston, Siegel, & Ribery, 2018). By understanding and accepting the challenges associated with neurodivergence and working to increase self-advocacy, employers can reduce employees’ stress and anxiety. The goal is an accepting, welcoming environment, creating a win-win for both employers and neurodivergent employees.
Life’s challenges include facing the uncertainty of societal expectations, in addition to dealing with autism’s core features, such as sensory sensitivity, repetitive behaviors and sameness behaviors, and other less discussed issues like lack of a body schema and poor fine motor skills in Srinivasan’s case. He feels that anxiety is a very real and often unacknowledged comorbidity of neurodivergence, though the intensity of anxiety may depend on an individual’s diagnosis and resilience. While anxiety management and coping techniques can be useful, helping employers understand neurodiversity and create an accepting workplace may do even more to develop resilient employees. The neurodivergent mind, when nurtured in the right environment, has much to offer in the workplace, including creativity and innovation
Model Hari !!
So I'm now a Model :)
What's Next.
Have to say, being at Cal is a more interesting experience.
I was so tickled by the idea when Cal Student Store sent me an email just before college started.
An alternate career path in my future. LOL
Going High
How powerful is this!!!
“When others are going so low, does going high still really work?” My answer: going high is the only thing that works, because when we go low, when we use those same tactics of degrading and dehumanizing others, we just become part of the ugly noise that’s drowning out everything else. We degrade ourselves. We degrade the very causes for which we fight.But let’s be clear: going high does not mean putting on a smile and saying nice things when confronted by viciousness and cruelty. Going high means taking the harder path. It means scraping and clawing our way to that mountain top. ....
And going high means unlocking the shackles of lies and mistrust with the only thing that can truly set us free: the cold hard truth." - Michelle Obama 2020
Registration for Autism DeCal Fall 2020 is now open
Registration for the Fall DeCal is not open. (classes.berkeley.edu)
- Enroll through CalCentral
- One Unit
- Meets M 5-7pm PST.
- Start Date: 8/31/2020
- DeCal Instructors: Hari Srinivasan, Eli Oh, Helen Lee, Kate Bierly
When a President Mentions You
OMG OMG OMG OMG OMG OMG....
I got mentioned on President Barack Obama's Instagram. Total honor. too thrilling.
As we continue to celebrate the 30th anniversary of the Americans with Disabilities Act, I thought I would share the stories of three young activists leading the charge in the disability rights movement. Storm, Hari, and Noah are working in their communities––at their schools, places of work, neighborhoods––to advocate for a future that is more inclusive and accessible for all people.
Through storytelling, Storm uses her work as a producer to expand representation in the media. She wants to make sure that the stories of people in the Deaf community––one that she’s proud to be a part of––aren’t ignored. As a student studying Psychology at UC Berkeley, Hari educates his peers by sharing his experience as a minimally speaking autistic while teaching a semester-long class on autism. While working as a coordinator for Chicago Adapt, Noah founded an organization to advocate for disability rights for international, first-generation, and immigrant students with disabilities.
Change happens from the ground up––and these three are leading the way in their communities.
------
On Reddit
https://www.reddit.com/r/berkeley/comments/hzqe33/berkeley_student_hari_srinivasans_story_shared_in/
Happy Birthday ADA
How can I miss out posting this photo. Total highlight of the visit for the three of us. President
Barack Obama
, Thank you for being such a huge ally of the disability community. 
Happy 30th Birthday ADA, - Hari of the ADA generation
With friends Lia & Rebecca at Smithsonian American Art Museum during my visit to DC last year for the The Autistic Self Advocacy Network ACI training.
Image Description: Three young college age autistics, black haired, wearing glasses, of average height and of various genders proudly standing next to a portrait of President
Barack Obama
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