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Aromatherapy & Autism
 
The National Autistic Society (www.nas.org.uk) states that autism is one of those disorders that are not easily recognisable. The person is not physically disabled. As with many other disorders that people do not recognise, it is hard to raise awareness of the condition and the impact it has on the lives of "500,000 families throughout the UK".
 
It even takes a long time for diagnosis to be confirmed - up to three years. The statistics do show that boys are more likely to develop autism than girls. The cause is unknown and there is no cure, so complementary therapies can help to support people and their families. The NAS website states that "research shows that genetic factors are important. It is also evident from research that autism may be associated with a variety of conditions affecting brain development which occur before, during, or very soon after birth".
 
There are differing types of autism. You may have heard of Asperger's, where people have difficulty in social relationships and in communicating, although they are able to speak well and are often quite intelligent. "People with Asperger's syndrome often develop an almost obsessive interest in a hobby or collecting. Usually their interest involves arranging or memorising facts about a special subject, such as train timetables, Derby winners or the dimensions of cathedrals".
 
People with autism can often have accompanying learning disabilities and unlike Asperger's, these individuals are more likely to be withdrawn and avoid social interaction. They will often be quite rigid and resist change and children may have language difficulties or certainly delay in developing normal language skills and facial expressions. Spinning and rhythmic body movements such as arm flapping, hopping on the spot, tapping objects, playing with string, paper etc. may occur. High functioning autistic children may repeat television commercials or indulge in complex bedtime rituals.
 
So how can aromatherapy treatments help?
Eileen Hughes, AC Registered aromatherapist has had many years' experience in working at a Special Needs school, providing aromatherapy treatments. She worked throughout the school with those pupils who display acute challenging, self-injurious and aggressive behaviours and for pupils who need the opportunity for relaxation and calm away from the stresses of school/daily life. Her case studies are from sessions generally given on a weekly basis but also on demand for instant calming of the above behaviours.
 
The pupils Eileen has worked with were at various points on the Autistic Spectrum Disorder: from verbal and more able Asperger pupils to those who were non-verbal. However, ALL of the pupils were able to communicate their choice of oils; the parts of their body they wished to be massaged e.g. hands, feet or back. The most frequently chosen were Mandarin; Lavender (true); Roman Chamomile; Sandalwood; either singularly or in a synergistic blend. It was interesting to note that an oil chosen one week as being 'lovely', 'nice' was immediately turned aside another week! Before the massage treatments commenced, Eileen introduced the use of oils in the classroom or in creams to use in the classroom in hand massages for when the need arose and the staff, including medical staff noticed the calming effect this had.
 
The effects of aromatherapy and massage continue to provide calm and relaxation for both the child and parent/carer. This is a therapy that can be used within the home allowing all members of the family to experience the powerful controlled use of essential oils. Workshops have provided an environment where learning can take place safely and with parents/carers being given an opportunity to share similar experiences. Improved behaviours shown by the students can be explained in terms of recognition of their emotions, an expression of their feelings and to enable them to have the opportunity to become less impulsive.
 

Another pupil with profound autism has actively sought aromatherapy massages to help him cope with moments of extreme anxiety - indicative of its effectiveness firstly because I have only seen this level of responsiveness, especially in the midst of turmoil and panic when this student initially demanded space until he had his initial aromatherapy session and was in close proximity to a person.

1. Staff at the school made the following observations:
"Our school caters for pupils with autism and Asperger's Syndrome.
My office is situated opposite to the sensory room where the youngsters go to for their aromatherapy sessions and I have observed some of the effects of this therapy on sometimes very agitated, disturbed young people. Some of the older pupils have gone into the sessions shouting, hitting and being un-cooperative with staff and have left their sessions calm, pleasant and happy and in some cases, falling asleep during the sessions. Some of the younger children have been crying and showing obvious signs of distress and agitation, but after an aromatherapy session they are serene and happy.
I certainly have seen with my own eyes the huge benefits of this kind of therapy to our pupils". A-Administrator/Bursar
2. "….The following observations have led me to believe that there has been no single programme as effective at building bridges between this pupil's world and ours, thus enabling individual learning progress, than the sessions of aromatherapy that have taken place within the school.
The levels of obsessive behaviour displayed when sensory confusion or over-load occurs are diminished during aromatherapy sessions.
When bedtimes were such an enormous and tumultuous difficulty that the child would overturn the contents of a whole room to express his fear and anxiety, the only successful strategy (of a wide range employed) utilised aromatherapy oils at the preceding bath-time and on the pillow at bedtime, something the child actively asked for despite limited communication skills. (Non-verbal: lavender)
At a time when his whole placement was threatened by exhibiting violent outbursts towards others, the only staff member whom he did not attack was the aromatherapist.
In a new class grouping designed to create positive behaviour patterns to escape the cycle of violent behaviours described above, the first sessions consented to away from his primary care worker were aromatherapy massages with Eileen, despite these taking place in the main school building which he otherwise feared at that time.
At times of stress the only person whom he contains violence towards, and hence feels comfortable sitting next to, on the school mini-bus, apart from his primary carer, is the aromatherapist.
The years spent in Eileen's class group during which aromatherapy massage sessions have been taking place has coincided with the most dramatic improvement in his abilities to cope with stress, interact with others positively, communicate willingly, and demonstrate contentment rather than constant anxiety.
The young person mentioned above often sniffs people, and smell is considered the strongest sense in terms of linking with memory for most people. It could be that people with autism rely on smell more than others and given a situation that consistently features a strong and calming smell could give reassurance and a sense of caring". C - Primary Care Worker
 
Parents of children at the school have made positive comments also:
1. "My six year old son D. is autistic and sometimes gets hyperactive at night. As late as 10 p.m. he charges up and down the living room. He was made a blend of ylang ylang and lavender oils which I add to his bath. I've noticed that after these baths his behaviour calms down and he is much more relaxed when sleeping."
2. "When J. was first introduced to aromatherapy at school I did not expect him to take part as he often gets anxious if people get too close to him physically. He finds it very difficult to relax and usually expresses his anxiety by asking repetitive questions. However, after just two aromatherapy sessions J. quickly learn to relax.
 
I was in school for a meeting one day which happened to be at the time J. was about to have his session. Although it is unusual to have someone else in the room Eileen invited me in to observe J. having his aromatherapy massage. I was very moved seeing my son so deeply relaxed and happy to trust someone who was not a member of his close family. It made me believe that J. did have the ability to 'chill out'.
 
I decided to attend a workshop being held in school with the aromatherapist so that I could learn how to massage J. with the controlled use of oils. However J. would not allow me to do so. He said that "I just want Eileen to do it". This made me realise that the sessions were not just about feeling nice and relaxed but about the trust and understanding that has been built up with the therapist; something that until now J. has never been able to do."
 
Unfortunately it has not been possible to include all of Eileen's case studies in the space available within this publication, but what is certain is that aromatherapy is really able to support children and families as they live with autism. If you would like to contact Eileen, please call the Aromatherapy Consortium's office and we will pass on your contact details.
 
By Carole Preen
For further information on regulation of the Aromatherapy Profession or to join the register, contact Carole Preen at the Aromatherapy Consortium 0870 7743477 or view the website at www.aromatherapy-regulation.org.uk

 
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