Queer on the Spectrum

My name is Jack (they/them) and I am a queer Autistic sexuality educator. I have been working as a sexuality educator for the last six years. I am AASECT certified. I primarily work with therapists but am open to working with Autistic individuals, other professionals, and parents/caregivers. I teach individuals how to support Autistic individuals by providing consultations (one-on-one as well as group consultation), resources, curriculum, and educational workshops on the intersection of human sexuality and autism.

 

Due to education and training gaps, many therapists lack confidence and skill on the topic of human sexuality, which increases the likelihood of harm especially when working with certain populations. The Autistic population is one such group for a multitude of reasons outlined below.

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There is a significant need for therapists to be able to work with Autistic individuals on issues related to romance and sexuality. In part this is due to difficulty with language- some Autistics are nonspeaking, some Autistics are situationally non speaking, and Autistic burnout can manifest as a loss of language skills- and social struggles- difficulty navigating social interactions and difficulty with non-verbal communication- which are two core features of autism (American Psychiatric Association, 2013; Rosa, 2017; Sasson et. al., 2017). (note: double empathy problem and gestalt vs analytic language development)  In part this is due to Autistics having a higher identification as LGBTQIA2+ compared to the general population (George & Stokes, 2017). Research is still teasing apart the details and the whys but both current research and anecdotal information indicate that Autistic individuals report greater diversity of gender identity and higher gender dysphoric traits then non-Autistic individuals (George and Stokes, 2017). While there are some theories currently suggested, there are no definitive answers currently given for the higher rate of gender variance and LGBTQIA2+ identity in autism. Queer individuals continue to experience erasure and marginalization in human sexuality classes and their educational needs are often unaddressed in human sexuality curriculum (Jennifer & Sarah, 2015; Jones, 2011; Strapagiel, 2019). Queer disabled individuals are even more likely to not receive adequate education and support (Brooks, 2014; Brown & McCann, 2018; Duke, 2011; Jones, 2011; Santinele Martino, 2017).

Along with the factors listed above, it is also important to address sensory issues-the majority of Autistics struggle with sensory issues/sensory processing disorder (Balasco et. al., 2020; Biel & Peske, 2009, p. 17-18; Prizant & Fields-Meyer, 2019, p. 74-75)- and Autistic burnout/ the pressure to mask (pass as culturally typical i.e. not Autistic) (Kieran, 2018; Rosa, 2019) when working with the Autistic population on the topic of human sexuality. Finally, Autistic individuals experience higher rates of trauma in general and Autistics have a higher likelihood to experience bullying, predation, sexual violence, and domestic violence compared to the general population (Brown-Lavoie et. al., 2014; Edelson, 2010; Fuld, 2018; Gravitz, 2018; Hoover, 2015; Weiss & Fardella, 2018). Nervous system activation (often connected to sensory issues or Autistic burnout) and unaddressed trauma impact the ability to form relationships and interact with others (Nagoski, 2015; Porges, 2011).

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All the above means that Autistics require therapists who can work with their unique challenges and dispositions (Fleming, 2015; Hancock et al., 2017; Hartmann et al., 2019; Sala et al., 2019; Sala et al., 2020). 
However, currently, many therapists complete their graduate education with inadequate training in human sexuality (Burnes et al. 2017; Diambra et al. 2016; Sanabria, & Murray, Jr., 2018). and the Diagnostic and Statistical Manual (DSM) depiction of autism doesn’t adequately prepare therapists for working with Autistics across the lifespan (Cooper et. al., 2018; May, 2018). Therapists are leaving school unprepared to deal with these issues, resulting in their struggle and lack of preparedness when working with Autistic clients on the topic of human sexuality (Cooper et al., 2018; Mack, 2019; Opar, 2018). This educational dearth leaves therapists unprepared and under-resourced on how to offer support and education to Autistic individuals, such as an Autistic adult going through a martial rough patch or asking questions about their gender or sexuality, an Autistic teen curious about dating or an Autistic child who identifies as transgender (for example). This lack of curriculum or training also leaves Autistic individuals vulnerable to abuse in situations they are ill-equipped to navigate, creates an environment where Autistic people are more likely to be in unsafe situations where they might be identified as violating consent or perpetrating sexual assault if no information about these topics is offered, and Autistic individuals may experience overall lower life satisfaction (Opar, 2018; Urbano et al., 2013). 

While autism and sex-positive advocates are trying to fill the gaps in education with trainings, classes, blogs and YouTube videos, it is not a complete, responsible, or a reliable solution to this issue. Mental health professionals, educators, and parents cannot and should not be expected to fully remedy their lack of training or education on human sexuality and/or autism with continuing education classes or with YouTube videos and personal blogs. Graduate schools need to incorporate education on both human sexuality and autism/neurodiversity that is interwoven throughout the program (not just one class) for all mental health professionals. Receiving targeted training and supervision from another person with cumulative experience in the same field as you is valuable as it provides both academic experience and lived on the job experience (Clifford & Green, 1996; Flores, 2019). Research indicates that therapists should, at minimum, learn the basics of human sexuality while in school from someone with cumulative experience and then supplement their graduate school education with information gleaned from online or with continuing education classes (AASECT, 2020; Burnes et al. 2017; Diambra et al. 2016; Sanabria, & Murray, Jr., 2018). A therapist does not need to serve all clients, but they should have some degree of training on human sexuality and autism/neurodiversity to minimize the likelihood of pathologizing healthy sexuality and causing harm (lower life satisfaction, increased suicidality, depression and other mental health concerns) (Burnes et al. 2017; Diambra et al. 2016; Sanabria, & Murray, Jr., 2018).

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I have worked with therapists, medical professionals, and parents for the last six years providing needed information and support on autism, human sexuality, and the intersection of the two. If you would like more information on the workshops I offer or if you would like me to attend a panel or if you would like to arrange a private consultation don't hesitate to email me at axjmd2@gmail.com. I look forward to working with you.   

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