School psychologist, resident detective
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As a psychologist in MINDS’ Special Education (SPED) schools, the process of designing behavioural interventions for Persons with Intellectual Disability (PWIDs) can feel a lot like detective work, says Erin Fu.
Before moving to MINDS Woodlands Gardens School in early 2023, Erin was a school psychologist in MINDS Fernvale Gardens School (FGS) for 10 years. In her time there, Erin paid constant attention to observe specific students reported to showcase behaviours of concern. She’s seen a range of behaviours, from milder ones like walking around continuously and rocking one’s chair, to more severe ones that may cause harm to people or items.
Students may display behaviours of concern when they are triggered, are unable to communicate what they are experiencing, or are unable to cope with their feelings effectively. This might look like students picking at their skin or hitting themselves, failing to recognise appropriate social proximity or unintentionally touching others inappropriately.
Through observation, information-gathering from teachers and caregivers, assessments and case notes, Erin gains a clearer picture to the factors that contribute to a student’s behaviour and begins exploring interventions to address these behaviours.
It takes a team
Working with students aged 7 to 18 years old, Erin is part of a team of Allied Health Professionals (AHPs) seeing their students through various phases of their development and school life.
Erin uses a myriad of visual, behavioural and environmental strategies to address students’ behavioural difficulties across school, home and public settings. She also works with teachers and caregivers to exercise these strategies outside the sessions she has with them.
On top of her work with individual students, Erin runs programmes on anger and emotion regulation, relaxation techniques, and social skills. The element of collaboration is never absent from her work, especially during programmes with partner schools like FGS’ neighbour – Fernvale Primary School.
Not all interventions are always effective.
But it’s hard to describe how happy and rewarded you feel inside when just one of them improves the child’s situation.
Addressing taboos
One domain of student development is sexuality education and the behaviours associated with it.
With a large part of society still viewing sexuality as taboo, sexuality education is sometimes spoken about through a shroud of awkwardness and discomfort. This societal bias extends into the special needs sphere, with parents of children with intellectual disability being ill-equipped to talk to their children about sexuality or believing that PWIDs will not experience sexual urges. Given the sensitivity surrounding the topic and the need to break down nuances to cater to PWIDs’ level of understanding, PWIDs may display inappropriate sexual behaviour or be on the receiving end of such behaviour due to a limited understanding of the situation.
“Mentally they may be 8 years old, but biologically that’s still a 14 year-old body. The psychological and developmental ages sometimes do not match up, but the hormones are still changing,” explains Erin.
It is normal for children undergoing puberty to start getting curious about their bodies and wanting to explore, but the most important thing is to do so in an appropriate and safe manner, said Erin.
For some students, the intention is not sexually-driven or malicious — it could simply be fun or interesting in a non-sexual way, or be attributed to sensory input for students who require more sensory regulation.
To address these behaviours, Erin and her fellow AHPs work closely with teachers and caregivers to teach students concepts like ‘good touch, bad touch’, using pictures and anatomically-accurate dolls to simulate possible real-life scenarios and practise appropriate responses. These sessions are conducted with students reported to display sexuality-related behaviours or with graduating classes.
Despite conservative beliefs surrounding sexuality and sexuality education, it is vital to impart students with the values, knowledge and skills to navigate this aspect of life.
Erin explains, “Some of them can be very passive and quiet compared to others who are more vocal and may shout, say no or run away. We’re worried that if anything happens to them outside, they might just stand still and freeze, which makes it even more dangerous for them.”
The most important thing is to be professional and address the topic directly instead of being “squeamish and using code words”.
Let’s talk about it
While schools do address these sensitive topics, families and caregivers need to join the conversation too.
While we have made some progress, some families do still feel uncomfortable talking about sexuality with their children. In her work with families, Erin has met caregivers who reject the notion of their children having sexual urges. Still, she firmly believes in the importance of sexuality education for students with special needs and the importance families play in this regard.
The most important thing is to be professional and address the topic directly instead of being “squeamish and using code words”, she adds. It’s also about learning to be pre-emptive rather than reactive in helping students navigate the topic of sexuality.
No one-size-fits-all solution
While the job takes her out of her comfort zone, it also offers an environment of continuous learning and support from other passionate staff with decades of experience, Erin shares.
Her students also play a big role in keeping her going. “All the kids here are cute, not just the tiny ones but the older ones too. There’s just this very endearing side to them,” she says affectionately.
Erin concludes, “Not all interventions are always effective. But it’s hard to describe how happy and rewarded you feel inside when just one of them improves the child’s situation.” Being able to help each child is infinitely rewarding.
The MINDS Allied Health Professionals (AHP) team consists of passionate professionals, including psychologists like Erin, who provide specialised assessments and interventions for PWIDs, focusing on enhancing their cognitive, social, and emotional health. Learn more about MINDS’ AHP services here.
Interested in making a difference in the lives of children and adults with special needs? Explore career opportunities with MINDS here.
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