APS Poster Acceptance

From: psychologicalscience@confex.com <psychologicalscience@confex.com>
Sent: Thursday, September 12, 2024 4:36 PM

To: Srinivasan, Hari <hari.srinivasan@vanderbilt.edu>
Subject: Your APS Submission Notification - Virtual Summit

Dear Hari,

Congratulations! I am pleased to inform you that your poster submission, "Navigating the Near: VR Investigations of Peripersonal Space in Autism", has been accepted for presentation at the 2024 APS Global Psychological Science Summit, October 23-24, 2024. 

 Read at https://www.newsweek.com/dual-approach-autism-opinion-1818062

"The heterogeneity of autism calls for a multifaceted approach that combines strengths-based opportunities and challenges-based solutions unique to each individual...

To drive true progress and improve the quality of life of all autistics, we must recognize a dual based approach. It does not have to be either-or"

- Hari Srinivasan, Newsweek

 

Stress Anxiety and Autism

Stress and anxiety are often used interchangeably, but from a scientific perspective, they are distinct concepts that involve different physiological and psychological processes.

What is Stress?

Stress is the body’s response to any demand or challenge, which can be physical, emotional, or psychological. It’s a natural reaction to specific stressors like an upcoming exam, a work deadline, or even a physical threat.

Types of Stress:

• Acute Stress: This is a short-term response to an immediate threat or challenge, often referred to as the "fight or flight" response. During acute stress, the body releases hormones like adrenaline and cortisol to prepare for action.
• Chronic Stress: This occurs when stressors persist over a longer period, leading to a prolonged stress response. Chronic stress can negatively impact physical and mental health, increasing the risk of cardiovascular diseases, depression, and anxiety disorders.

Physiological Response: When faced with a stressor, the body activates the hypothalamic-pituitary-adrenal (HPA) axis and the sympathetic nervous system. This results in the release of stress hormones, which cause physiological changes like an increased heart rate, elevated blood pressure, and heightened alertness. While stress is not inherently negative and can motivate individuals to meet deadlines or perform well under pressure, prolonged stress can become maladaptive.

What is Anxiety?

Anxiety, on the other hand, is a psychological state characterized by feelings of worry, nervousness, or fear that are typically disproportionate to the actual threat or challenge. Unlike stress, which is a response to an external stressor, anxiety often persists without a clear or immediate cause.

Types of Anxiety:

• Situational Anxiety: This is a normal response to a stressful situation, such as public speaking or taking a test.
• Anxiety Disorders: These are mental health conditions where anxiety is excessive, persistent, and interferes with daily life. Examples include generalized anxiety disorder (GAD), panic disorder, social anxiety disorder, and specific phobias.

Physiological and Psychological Components: Anxiety involves both cognitive and physical symptoms. While it can trigger the body’s stress response, anxiety often includes a significant anticipatory element—worrying about future events or outcomes that may never occur. Neurobiologically, anxiety is associated with dysregulation in brain regions such as the amygdala, involved in fear and emotional processing, and the prefrontal cortex, which is involved in decision-making and emotional regulation. Neurotransmitters like serotonin, norepinephrine, and gamma-aminobutyric acid (GABA) also play roles in anxiety.

Key Differences Between Stress and Anxiety

• Trigger: Stress is typically a response to a real, identifiable stressor, while anxiety may not have a clear trigger and is often more generalized.
• Duration: Stress can be acute or chronic, depending on the presence of the stressor. Anxiety tends to be more persistent and can exist even in the absence of stressors.
• Physiological Response: Both stress and anxiety can activate similar physiological responses, but anxiety often includes a more significant cognitive component focused on worry and fear about potential future events.
• Adaptiveness: Stress can be adaptive and helpful in certain situations by preparing the body to handle a challenge. In contrast, anxiety, especially when excessive or disproportionate, can be maladaptive and debilitating.

The Intersection of Stress, Anxiety, and Autism

For autistics, the experience of stress and anxiety can be more pronounced and complex. Autistics often face unique stressors, such as sensory overload, social challenges, and difficulties in communication. These stressors can contribute to both acute and chronic stress. Additionally, anxiety is highly prevalent among autistic people, with studies suggesting that up to 40% of autistics may also have an anxiety disorder.

Why Are Autistic Individuals More Vulnerable to Stress and Anxiety?

1. Sensory Sensitivities: Many autistic individuals have heightened sensory sensitivities, which can make everyday environments overwhelming. This constant bombardment of sensory input can lead to chronic stress and anxiety.
2. Social Challenges: Navigating social interactions can be particularly stressful for autistic individuals. Misunderstandings, the pressure to conform to social norms, and difficulties in interpreting social cues can all contribute to anxiety.
3. Routine and Predictability: Autistic individuals often prefer routine and predictability. Sudden changes or disruptions to their routine can cause significant stress and anxiety, as they may struggle to adapt to new situations or cope with uncertainty.
4. Communication Difficulties: Many autistic people experience challenges with communication, which can lead to frustration and misunderstandings, further exacerbating stress and anxiety levels.

Hari Srinivasan is an incredible story teller, with a sense of humor and his Keynote is infused with creativity! Looking for latest scientific research on #autism and effective way to support your students with autism. Follow Hari and have students listen to hs resilient story!

 

Autism Data Visualization Tool

https://www.cdc.gov/ncbddd/autism/data/index.html

Great tool for prevalence data

NSF Award Reception.

NSF GRFP Award recipients get a welcome reception. 

Two PD Soros Fellows @ NSF Grad Research Fellows Reception

NieHS Workshop

 

How Social Capital Can Empower Autistic Communities

In our interconnected world, the concept of "social capital" often comes up when discussing community well-being, networking, and social support. But what exactly is social capital, and what does it have to do with Autism? 

Social capital refers to the networks, relationships, and norms that facilitate cooperation and support among people within a community. It's about the trust, mutual understanding, and shared values that make it easier for people to work together and help each other out. Think of it as the "glue" that binds communities together, allowing them to function effectively and support their members.

Social capital can be broken down into three main types:

1. Bonding Social Capital: This involves strong ties between close-knit groups, like family members or close friends. It's the deep trust and support that comes from tight connections.

2. Bridging Social Capital: This type refers to connections between more diverse groups. For example, acquaintances from different backgrounds or communities who come together for a common purpose, like a local sports team or a neighborhood association.

3. Linking Social Capital: This is about relationships with institutions or people in positions of power, like schools, employers, or government agencies.

Social Capital and Autism

For autistics, social capital can have profound implications. Navigating social networks and building relationships can be more challenging due to differences in communication styles, sensory sensitivities, and social expectations. These differences can sometimes lead to social isolation, which can impact an autistic person’s access to social capital.

Challenges in Building Social Capital

Research suggests that autistics often have less access to social capital, and  autistic adults reported smaller social networks and fewer social supports. This limited social capital can affect various aspects of life, from employment opportunities to mental health and overall quality of life.

For many autistic people, traditional networking and social bonding activities can be stressful or inaccessible. Sensory overload in crowded environments, difficulties in interpreting social cues, or a lack of understanding from others can hinder the development of both bonding and bridging social capital.

The Importance of Inclusive Social Capital

However, social capital isn't just about quantity—it's also about quality and inclusivity. Building inclusive social capital means creating networks and communities where autistic individuals can thrive, contribute, and feel valued. It's about recognizing the unique strengths that autistic people bring to the table and ensuring that social networks are supportive and accommodating.

Inclusive practices, like sensory-friendly events, clear communication, and understanding different social needs, can help autistic individuals build meaningful relationships. Programs that promote autistic self-advocacy, mentorship, and peer support can also play a crucial role in enhancing social capital for autistic people.

For example, the Autistic Self Advocacy Network (ASAN) emphasizes the importance of self-advocacy and peer support to build strong, supportive communities for autistic individuals. These efforts help in creating a more inclusive form of social capital where autistic voices are heard and valued.

Building Bridges: Creating Supportive Networks

To improve social capital for autistic individuals, it's essential to focus on both bonding and bridging capital. Encouraging inclusive communities that celebrate neurodiversity and providing platforms for autistic people to connect with others can help build stronger, more diverse networks.

One way to foster bridging capital is through community programs that bring together autistic and non-autistic individuals in shared activities and interests. This could be anything from art classes to technology meetups, where people can bond over common hobbies and learn from each other's experiences.

Kasperski, R. and Blau, I., 2023. Can an online mentoring social network assist students with intellectual disabilities or autism in coping with special needs and accumulating social capital?. Education and Information Technologies, 28(5), pp.6027-6047.

Caught between tears and stoicism

My latest article in Psychology Today

Disabled individuals face conflicting expectations about emotional expression. Gus Walz's story reveals the bias and challenges around being authentic.

Read full article at: 
https://www.psychologytoday.com/us/blog/giving-voice/202409/caught-between-tears-and-stoicism

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Comments

The best piece I've read on the national convo about Gus Walz. Hari Srinivasan's perspective and insights, as a neurodiverse individual, bring a new level of depth into the dialogue

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Hari Srinivasan, a member of the Autism Society's Council of Autistic Advisors, discusses the public reaction to Gus Walz at the Democratic National Convention, exploring the implications of reactions and the way in which the public criticizes people with disabilities both for showing too much or too little emotion. He reminds us that emotional expression is a human experience, not defined by disability.

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Another powerful piece by Hari Srinivasan, with important reflections that serve as a call to action.

For me, it's a reminder that listening to and trusting the experiences of Autistic people is at the heart of Autism Acceptance - and that acceptance and disability justice are at the heart of health, welllness and so many of the issues in our schools, homes, workplaces, and communities.

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I’m so happy you wrote this piece. “What we should celebrate isn’t that Gus is neurodiverse and shows emotion, but that he is a teenager, proud of his father, and unafraid to express it. In a world where emotional expression is often suppressed or critiqued, especially in public figures and their families, his response is a refreshing reminder of our shared humanity.” Amen!

Hari Srinivasan, excellent piece. Thank you for writing this. Gus's open emotions during the DNC event was authentic and beautiful. I'm glad it was captured and showed what kind of man Tim Walz is having shared in the raising of Gus.

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Your article on Psychology today is fantastic and I as a dad of a 10 y.o kids with autism and ADHD realized about how sometimes I have asked my son "calm" down when he get overly emotional. I went through a lot of emotions while I was reading your article including guilt, shame and finally relief. It has been a constant learning journey and I am trying to be a better parent but your article is like a window into his brain, giving me some deeper insights into how differently he might be built. Please continue writing

UN International Literacy Day

I'm featured in an UN Article for International Literary Day on Sep 2. How cool is that!!

https://www.unesco.org/sdg4education2030/en/articles/meet-hari-autistic-minimally-speaking-multilingual-phd-student-changing-landscape-disability

The physical and the emotional

 https://time.com/6551520/loneliness-autism-essay/

 

Alexithymia and Interoception in Autism

Alexithymia is a term used to describe individuals who have difficulty recognizing and articulating their emotions. This condition can lead to significant challenges in emotional expression and interpersonal relationships. Those with alexithymia often struggle to identify their own emotions and may have trouble describing them to others, which can hinder effective communication and emotional connection.

Interoception refers to the perception and awareness of internal bodily states. It involves the ability to sense and interpret physiological signals originating from within the body, such as hunger, thirst, heartbeat, temperature, respiration, and the need for bodily functions. Interoception is crucial for maintaining homeostasis and overall well-being as it allows an individual to respond appropriately to bodily needs and emotional states. This internal sensory system plays a significant role in emotional experiences and self-regulation by linking physical sensations with emotional responses.

And yes, both can co-exist in autism.  

Autistics often exhibit atypical interoceptive awareness, which can be either heightened or diminished. This variance can lead to unique challenges, such as difficulty identifying states of discomfort or illness, or misinterpreting signals of emotional changes, which are critical for social interactions and personal health management.

For example, autistics might find it difficult to recognize a sensation of fullness to prevent overeating or to feel a racing heartbeat when anxious. Moreover, atypical interoceptive awareness can affect pain perception, complicating healthcare experiences. An injection might feel more painful than usual, or a lack of reaction to pain might make it appear to healthcare providers that there is no injury or less pain. Additionally, autistics might confuse a racing heartbeat resulting from exercise (a positive physical activity) with a racing heartbeat due to fear or anxiety, leading to difficulties in emotional and physical self-regulation.

Furthermore, atypical interoceptive awareness can result in challenges such as delayed toilet training. Recognizing the need for bodily functions like urination may be delayed, inconsistent or unclear, leading to practical and social difficulties like random incontinence even in adulthood. 

From a neuroscience perspective, the insular cortex and anterior cingulate cortex (ACC) are critical regions involved in interoception. The insula integrates interoceptive signals with emotinal and cognitive processes, while the ACC is associated with the emotional experience of pain. In individuals with autism, atypical functioning in these brain areas can contribute to altered interoceptive processing and emotional awareness. For example, fMRI studies have shown differences in insula activation in response to interoceptive tasks in autism, which may underpin the atypical interoceptive awareness observed clinically.

Impaired interoceptive awareness can exacerbate the challenges faced by individuals with alexithymia, making it harder to connect emotional experiences with physiological responses. Consequently, addressing both alexithymia and interoception is crucial for enhancing emotional intelligence and overall well-being. Research indicates that improving interoceptive skills may offer a pathway to better emotional regulation and awareness, fostering improved interpersonal connections and emotional health.

2 Versions of this article: 

Related Posts on #Interoception, #Alexithymia

Looking back at the Fellowship

How do you describe The Paul & Daisy Soros Fellowships for New Americans program to others?

Keywords I would use to describe this Fellowship are community and vision. What I have found profoundly moving was that I was surrounded by a cohort who all shared a vision of transformation; albeit in our own ways and areas. It got me thinking that surely such mindsets will be paradigm-shifting.

Read more at https://pdsoros.org/looking-back-at-the-fellowship-phd-student-hari-srinivasan/