The Emotional Toll on Parents of Teens With Autism: Practical Advice and Strategies for Parents

Parenting a teenager with autism can be incredibly challenging, often leading to feelings of burnout, isolation, and self-doubt. In this episode, we delve into the emotional rollercoaster that parents experience, offering practical advice and strategies for building resilience and finding support. Join us as we explore the importance of self-care, understanding family dynamics, and fostering open communication within the family unit.

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Common Challenges of Parenting a Teenage Boy with Neurodiversity and Autism Spectrum Disorder

It can be difficult for parents who have an autistic teen to know how to best understand and support their child. Autistic teens often experience the world with a unique perspective and can be affected by emotional, social, and developmental challenges. Learning effective strategies to mitigate those challenges, and recognizing their unique strengths is essential for fostering their growth, resilience, and overall well-being.

In this episode, therapists Tiffany Silva Herlin, LCSW, and Christopher Brown, LMFT, a Neurodiverse Specialist and therapist at Discovery Ranch, discuss:

  • Understanding Autism Spectrum Disorder in teenage boys.
  • Emotional regulation strategies for neurodiverse teens.
  • Importance of social awareness and developing relationships.
  • Teaching essential life skills to help your neurodiverse teen thrive.
  • Encouraging self-acceptance and recognizing individual strengths.
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If you’re a parent grappling with how to support your highly sensitive child, we can help. Discovery Ranch provides personalized mental health treatment aimed at empowering teenagers to lead meaningful, independent lives. Our therapeutic program helps in creating life-changing experiences and building strong relationships. Start healing today. To learn more about our services, call us at 855-662-9318.

The Emotional Toll on Parents of Teens With Autism Podcast Transcript

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    Introduction

    Tiffany: Welcome back to our third episode. In this episode, we will be discussing the common challenges of parenting a teenage boy with neurodiversity and autism spectrum disorder. We're going to focus on the emotional and practical challenges that parents of teenage boys with ASD encounter, what support they can find, and coping strategies.

    My name is Tiffany Herland. I'm a licensed clinical social worker. I'm excited to have Chris back with us again. He's a licensed marriage family therapist from a residential treatment program for teenage boys called Discovery Ranch. Please remember that this podcast is not a replacement for therapy and please always seek a mental health professional for your situation.

    Thanks for coming back.

    Chris: You're welcome.

    Tiffany: It's been so awesome, just talking to you, picking your brain, knowledge, and experience. So thank you. Let's dive into what our parents who are raising kids on the spectrum are facing what challenges and what help we can offer them

    Challenges Faced by Parents

    Chris: So a lot of the parents that come into DR or Discovery Ranch are stressed out, they're tired, they're burnt out, they have done everything that they can to support their son, to get him the help he needs, and it's not working and so they start to blame themselves. They have said that a lot of family members or friends have started to criticize them and their parenting skills. They start to blame their spouse if they have a spouse, and they just feel burnt out. They feel burnt out and overwhelmed. So they reach out to us and my job as their clinician and therapist is to be supportive of the student and help them out, but also to be empathetic and understanding with the parents. There is this period of trying to understand what has happened because the parents do blame themselves.

    Tiffany: There's gotta be a lot of shame and you know, "I failed as a parent" kind of narrative, right?

    Chris: All the time. So they blame themselves. They have all this guilt and shame and they freeze a lot. They struggle to know what to do because they've tried so many things and my job is to tease that out and help them understand that, "Hey, your son is this way, and everything that you did has finally got him to us. You have been successful in a lot of different areas and now you have a team working with you."

    Tiffany: Now you're not alone.

    Chris: Now you're not alone. Now, we can all kind of rally around this young man and be able to be supportive of him and your family system and all that.

    Tiffany: The parents that often end up needing residential treatment with their son are just done. They're burnt out. I've witnessed this too where they feel this guilt when they do place their son at a residential treatment center because they have a sense of relief, like "Oh good."

    Chris: “I can sleep now.”

    Tiffany: They feel guilty about that because they are like, "I just sent my kid away."

    Chris: I have to say to them, "Hey, enjoy the sleep. Enjoy this time. Enjoy being able to sleep at night, enjoy not locking your doors, to be able to put your knives back into your kitchen, to be able to put your screwdrivers back into your garage, and go on vacation. Enjoy that time, but also make sure that we work hard to get you the help that you need so that you can make some progress as well so that you can understand your son. As your son is developing and growing and becoming a better person, you as well are learning all these skills to be better.”

    Teaching Self-Advocacy

    Tiffany: I'm sure as a licensed marriage family therapist, you're also looking at the family dynamics of helping the parents realize that there are times that you may trigger your son or you may play into trying to save him or enable him, right? Helping them realize that there are things they can do to change the dynamics and to parent differently to help not only their son but also themselves.

    Chris: Yeah, so when they leave Discovery Ranch or when they go on visits, we're teaching their sons how to self-advocate.
    We are teaching them to be able to say, "Hey, this is too stressful", and for the parents to be flexible enough to be able to alter their plans or to change up whatever they can change up. There's a saying out there that says, "Rigid kids need flexible adults in their lives."

    Being able to be flexible and honor their self-advocacy is so important. So if there's a time when the young man says, "Hey, this place that we're going to is too busy. Can we switch it up to something smaller and a little bit easier?" To be okay with that as the parent and just say, "Okay, yeah". If the situation can not be changed, teaching the son to say, "Okay, well, I need to steel myself. I need to be able to do everything in my power to get through this."

    We want to teach them how to take all those little steps to be successful in that area.

    Tiffany: So they're working together as a team and advocating for each other and trying to see where they can meet in the middle.

    Chris: Also being able to open up those communication lines because these boys tend to not understand what's going on inside of them. They act a certain way or they behave a certain way and for them to learn about their internal processes and their internal thoughts and feelings and be able to express that to their parents and be able to say, "Hey, I am struggling here, and I'm starting to get anxious around here. What can I do?" Or be able to say, "I need to do this to be more successful.” It's very important for that communication process.

    Tiffany: To add that, the parents hear them. I think sometimes as parents, we have our own biases. We have our agenda and we don't hear our kids. We're not hearing what they're advocating, and what they need. Sometimes as adults, we need to be the ones to take that step back and be like, "What does my kid need?"

    I think as parents we're trying our best to get there but we stumble and we get in our way at times and cause roadblocks that we don't even realize that we're causing. So it's good to have people like you to point those out and be like, "We need you to listen to your son. He's trying to advocate for himself and that's a huge step to help develop his executive functioning and his brain development and where we need him to be."

    Which is huge.

    Chris: Yeah. We need him to be able to say, “If I can't get the help I need right now, then I have to use all of the skills possible to be able to move through that and then use some self-soothing skills after to be able to regroup.”
    Tiffany: The parents, rather than seeing it as defiance or unwillingness or not motivated see it as, "Oh he's advocating that this is what he needs and I'm going to provide these skills."

    The same thing in the academic setting to help teachers, you want to find those special education teachers who are going to advocate for the kids and be like, "No they need that fidget toy” or “They need that extra time” or “They need more one-on-one time and it's not because they're manipulating. It's because they have a need." Helping our parents get there too is key.

    How can parents build resilience and self-care into their lives by raising a teenage boy on the spectrum?

    Chris: With these parents, I advocate for them to find out as much information as possible about their son, and to be able to find out all about their neurology and their ins and outs because we've mentioned this many times, when you've seen one ASD kid, you've seen one ASD kid.

    Being able to understand what helps and what doesn't help over at the ranch, we do what we call a flood plan, so I'll tell the student, "Hey, we're going to do this flood plan and it's not for you, it's for your staff. It's for me. It's for the people around you to be able to help you in certain situations when you're not thinking properly. This is for the staff to be able to support you and help you." Being able to teach the parents, "Hey, this is what works for him. This is what helps him when he is flooded. This is what doesn't help him in the flood."

    I have different kids that say, "You know what? When I'm flooded, I want someone to sit right next to me, not talk to me, just sit right next to me and I'll rant and rave and say horrible things. I just need them to sit there so I know that they're there." Other students say, "Hey, I just want to sit in a corner and just curl up in a ball and cry a little bit and get it out but I want the staff to be five feet away." As long as they're safe, and the staff feel that everything is safe, then the student is allowed that. So, teaching that to the parents and saying, "Hey, this might happen when he goes home, or on a visit, or in the community, and we're going to teach you all these skills to be able to support him to come out of the flood successfully."

    We then teach them, "When you are cognitive, what do you do?" When you're cognitive and you're thinking, "Well I need to apologize. I need to process with people. I need to find new things to do to be successful next time." So it's very helpful for the parents to be involved and to get all that information as well.

    Tiffany: The more information and tools that parents have, the better they're probably able to function and help their kids.

    Chris: They feel more competent and empowered and that's important.

    Importance of Therapy for Parents

    Tiffany: I think it's important to point out too, that, to have them go get their therapy.

    Chris: Yes. Huge.

    Tiffany: Why?

    Chris: A lot of parents when they eventually send their kids to us are in struggle. I can tell in a family session, if parents are struggling with their relationship, and they need to be united. They need to be on the same page. They need to be working together as a team, and the more that you can do that, the more that they can work together as a team to be supportive of their son, the better off their student will be.

    A lot of these students are great observers of parental dysfunction, but terrible interpreters of what's going on. So they will interpret “The relationship is ending with my parents and it's in freefall and I'm going to start acting out because I'm worried that my parents are going to separate.”

    They're observing all these things and they're interpreting terrible things and it's causing the anxiety. If one parent is anxious or stressed out about something and is transmitting that to the son, that's also an issue. The healthier they are, the better they are.

    I always tell the parents to look at the Arbinger Model of Parenting. It's a great way of parenting. It talks about how we should get away from telling kids what to do and more of just being their parents and counseling them or being present for them instead of telling them what to do.

    So the pyramid shows the very top, which is the least amount of things that we should do, we should tell them what to do. Then as you go down the line, it says that we should work on ourselves and be more healthy. We should engage with our kids be more present for them and enjoy their company to model good behavior, instead of constantly telling them what to do.

    Tiffany: That's the best parenting advice any therapist could offer. I've concluded in my years of being a therapist is if you want your kids to change and get the help they need, you have to do the work first because we all have work to do.

    We're all struggling. We all have challenges. We sometimes, as I said earlier, get in our own way. If you're willing to go get that help first and show your kids, "I'm willing to be vulnerable and open up and recognize my flaws and weaknesses and do something about it rather than just worry as a parent", then your kids are going to see that and they're going to see, "Oh, Mom's getting healthy Dad's getting healthy. They're taking care of their stuff. Maybe it's about time I do mine.” That's the best parenting anyone could do.

    Chris: If a parent doesn't have a spouse, then you build the relationship with the community around you.

    So if you don't have a spouse or you don't have that other person who's living in the house, then you build relationships with aunts, uncles, and cousins. With anyone else who can support you in that role of raising this young person to be the best person possible.

    And they'll see the strength that you have with that other person and realize, "Hey, we're all a team. We're working together as a team and we're all trying to be healthy we're not perfect, but we're moving in the right direction.”

    Tiffany: Yeah and if you don't have that spouse who's willing to offer that support or they aren't there reinforces that you're not alone and you can get the support and help that you need.

    I think parents think they have to do this on their own and alone and that they should have all the answers. I'm going to be the first to admit as a therapist, I don't have all the answers. I can't do this alone. I do this with other therapists. I collaborate with a team and there are times when I've got to reach out and say, "This is above my knowledge and experience and I need someone else's expertise." We have to be the same way as parents to say, "Hey I don't have a manual for this and I'm out of options. I need help."

    Which is so vulnerable and scary, yet with vulnerability comes connection.

    Chris: It's demonstrating normalcy as well to the student and saying, "Hey, if I don't know the answer, then I'm willing to reach out and get advice or help for other people."

    That kind of makes a blueprint for the son or daughter to say, "Hey, if I don't know the answer, maybe I need to ask questions or get support and help from other people.”

    Tiffany: Which will help them so much in their lives if they're willing to do that.

    Stress Management and Avoiding Burnout

    Tiffany: How can parents manage stress and avoid burnout?

    Chris: There is something that I advocate for the kids to do, but it also works with adults as well and it's a great way to avoid the stress or burnout. So the same things that we do with the boys here, we go on hikes, we are outside, we do exercise, we eat healthy, all that kind of stuff that is huge. I think that being able to run and being able to get your heart rate up helps with mental health which helps with endorphins and helps with depression, anxiety, eating healthy, and feeling good. Eating a balanced meal instead of eating all just sugars and sweets and stuff like that.

    Tiffany: This is what your body wants when you're stressed.

    Chris: We've got to fight that and say, "Hey, I'm gonna eat the proteins. I'm gonna eat the veggies. I'm gonna eat the fruits and stuff like that and try to limit the unhealthy foods to get to a healthy eating habit." I also advocate a lot and this is demonstrated in the research, especially when it comes to depression and anxiety. You probably know about journal writing when it comes to writing gratitude and just saying, "I'm going to write five things this morning and five things at night of what I'm grateful for for the day." It takes a few weeks for you to start to feel a little bit more sound and a little bit better. If you're consistently doing that, you will start to feel better about your life and you realize that you have so much stuff going for you and that life is better than what your brain is telling you.

    Tiffany: It shifts your focus and helps ground you. There's a lot of research about gratitude lists. It is not just like "Be positive", but trying to find that silver lining and those scenes that you can be grateful for genuinely and not just fake it. Right?

    Chris: Exactly, and so there are kids that push back at the start. I think any adult would push back at exercising or eating healthy or gratitude journal or anything, or even positive affirmations. Being able to talk to yourself and just say, "Hey, I'm a good person."

    Tiffany: Changing that narrative, you know, "I am a great parent. I'm doing the best I can." Let's normalize that for parents. The way that our brains are wired, they don't want to change. They want the path of least resistance and they're going to fight back when, even if it's good for you. Even if it's eating vegetables and exercising, your brain doesn't like to change. Your brain fights you. That's why habits and New Year's resolutions are so hard, and people fall off the bandwagon a couple of weeks, or months in because your brain is like, "No thank you, I don't want to do that. I already know what works." It's not great for us, but it works, and we know it, and we know what to expect.

    We don't want to change. So give yourself some grace as you're going through these different changes and then when you give yourself grace, you get to give your kids grace when they also struggle.

    Chris: Yes and to push back against those negative thoughts is very important because evolutionary-wise, we are designed to be negative.

    Negative keeps us safe, negative protects us and we tend to be very negative, even in a safe environment. Living in a community, living in a city, living in a house with AC, with heating, with all the different things that we have, it's pretty safe. We have a lot going for us, but our brains are wired to be negative.

    So with parents, being able to push back against that negativity and say, "Hey, even though I want to be negative, I need to start looking at some of the things that are going on in my life. My son might be struggling right now but there are a lot of good things that are going on with him as well. There's a lot of progress.” So that pushes back against evolution. It pushes back against what we're designed to do and it's very human because I always tell the boys, "You know what? You've got this conflict inside of you. You want to be limbic or you want to be cognitive.” You want to be able to think your way through things, which is cognitive, or you want to be able to just be rude or push back, on society and stuff like that and just be limbic.

    Tiffany: We say either their wizard brain or their lizard brain, I don't know if you've heard that term.

    Chris: Yes, I've heard that term, I like that one. But yes so when it comes to parents, we've got to have those positive affirmations.

    Even if we have to write them down and be able to say them out loud in front of a mirror every single day in the morning at night and just say these positive things. When you're driving and all of a sudden that part of your brain goes negative.

    Tiffany: I'm not good enough.

    Chris: I'm not good enough. I'm a horrible mother. I'm a horrible father. My family's in the gutter and stuff like that. We've got to say “No, things are going as well as they can. I'm going to look at the positives and do better.”

    Tiffany: A program I worked at has a mission statement they say every day and every night of who they are. Not who they want to be, but who they are and I've started picking up that practice myself and doing these positive affirmations. It does rewire your brain.

    Your brain's going to fight back and your brain knows when you're not being genuine with your statements, right?

    They have to be genuine statements. So you start where you can, even if you can't say you love yourself, start where "I like myself" You start where you're at, where your brain's not going to call you on your BS. But it is so powerful for your brain, and it opens up the door for you to set an example to your child that you can change and you can rewire your brain and fight against your brain's need to feel safe and want to do the path of least resistance. You give yourself grace, which allows you to give your child grace when they are struggling to change.

    Parents, we understand and we see the stress and the burnout that you're in and we know that you're not alone in it and there is a way to manage it. It's not easy and it's not going to go away overnight, but there are ways and things that you can do over time that will strengthen you and empower you to not get to that level where you are just unraveled and can't go anymore.

    Tiffany: Recognize when you need a break and some parents might be listening and be like, "Tiffany, I don't ever get a break." But yes, there are times you have to fit it in. Whether it's a five-minute meditation here or it's asking for a relative to just sit with your son, whatever it is. Even if it's five minutes, or ten minutes here, finding those moments to get your moment of peace.

    Chris: Yes, you're correct. So if that moment of peace is at the gym or just walking with your son, you can take that moment where you're taking some deep breaths, where you're having some positive affirmations, where you are meditating or doing yoga or anything that gives you that moment. Even talking to a trusted friend or a therapist and being able to open up to that person and use them as a sounding board and just say, "Hey, I'm struggling and I need some support." If that works for you, then do that.

    Tiffany: You've got to get your nervous system regulated because the more you can be that steady adult who's showing how to regulate your nervous system, the better your child is going to be at managing theirs.

    Chris: The phrase that I use with the kids and I've used this before in this podcast is "Worry is like a rocking horse. It makes a lot of movement, but you don't get anywhere.” Action is what is going to create lasting change and create better outcomes and the more that you push yourself and you don't like to push yourself. We would rather be on the couch in the AC relaxed and just doing our stuff, but that's not gonna help us with the burnout. That's not going to help us with our son's or daughter's issues. We need to take some action, meaning learning about the diagnosis, learning about what to do, how to help, and what to make better. These boys that I'm working with, are part of that path of least resistance. They want to just sit around and play video games all day and not go to school and not do anything and eat sugar all day and just have fun.

    A lot of teenagers want to do that and that's not going to help them. It's going to keep them back. It's going to make it worse.

    Tiffany: It doesn't get them out of their comfort zones and comfort zones are where nothing grows.

    Chris: Exactly. I once had a parent we were talking about stress and I let the parent know that I go to the gym, I wake up at four in the morning and I go to the gym at five and I do a lot of stuff at the gym because I love the gym.

    It rejuvenates me because the kids can run rampant around me if I don't go to the gym. I have a history of depression and anxiety in my family and I don't want that to overtake me because I want to dedicate myself and have a full focus on work and family and all that kind of stuff.

    So I go to the gym and I work out. While I was talking to this one mother, she said, "Chris, I'm stressed out all the time and stress is my enemy. Stress hurts me. Stress is the worst. It just, makes me worry and I just get stuck in my stress and it causes me to overeat." It causes her to do all this stuff that is probably not the best for her and her family.

    As we were talking, I realized that something and I told her, "Hey, stress for me is an ally, it is a friend.” If we can get to that point where stress is a good thing, it gets us up in the morning. It gets us working. It gets us learning about, our work, how to help other people, and how to be supportive of other people.

    That is huge. I wanted that for her and so we talked a lot about how we can find out and work with stress as an ally instead of an enemy because stress for her stopped her growth. Stress for me makes me want to grow because I don't want stress to overcome me to get to the point where it's too much.

    Tiffany: It's motivating, so it's helping parents change that perspective as well. Not only their son.

    Practical Strategies for Managing Behavioral Challenges

    Tiffany: Let's shift gears a little bit. What are some practical strategies for parents to help manage the behavioral challenges that they have with their teenage boys with ASD that will help the stress eventually?

    Chris: Getting the help that they need and becoming more healthy themselves. At Pepperdine University when I was going to school they had a hierarchy of a family that they taught us about. If you are in a relationship or you're married or anything like that, the main person that you are going to develop that relationship with is your spouse.

    The second tier is your kids. You work on that relationship with your spouse and that is the number one thing that you work on so that you can be the healthiest person possible and focus on your kids. So doing that is going to be paramount. I'm working on that, but then also realizing that each kid is individualized and to be able to say, "Hey, I need to learn more about my son" and to move in and shift with their son's growth.

    Tiffany: I like to look at each kid like a little puzzle piece, right? Or a puzzle that you're trying to figure out and put together and every puzzle is different. You don't get the same kid who has the same puzzle pieces. You get another one and it's just trying to figure out how to piece them and what they need to help navigate those challenging behaviors that all kids have.

    Chris: Yes, and that's huge. I call it the Sherlock Holmes paradox. I'm like Sherlock Holmes when it comes to the kids and so I think parents have to be the same way because every person that is growing up in that family is going to be different and they're going to have different characteristics and different personalities and different anything and you have to just be able to shift and change and to be able to be supportive of their needs.

    Tiffany: It's interesting because we're asking the teenage boys who have ASD to move out of that concrete thinking. We're also asking parents to do that as well because sometimes we get stuck in that as parents with our concrete, like, "Oh, all the kids are the same, and this worked for one kid and it's going to work for the other."
    It is not that easy.

    How can parents promote independence and self-advocacy in their teenage sons?

    Chris: In my opinion, especially with that question is to be able to not rescue. There's this really interesting drama triangle that I promote with my parents and in that triangle, it talks about the family systems and the family relationships and how to not parent kids.

    A lot of kids play the victim role, they want to be the victim because it's easier to be rescued. It's easier to be coddled. It's less stressful.

    Tiffany: You don't have to take accountability when you're in a victim mode.

    Chris: Some parents enjoy being the rescuer or being the persecutor.
    They enjoy telling the kid what to do, or they enjoy coming in and saying, "I'll take care of those problems and I'll go talk to the teacher” or “I'll fix this problem for you." We have to upend that and do this corrective family drama triangle where instead of being a rescuer, you're now a coach, or instead of being a victim, you now are self-advocate where you advocate for yourself. You take responsibility, and accountability for yourself and move in the direction of growth and productivity.

    Teaching the parents how to do that is easier too because parents become healthier. They realize that they don't need to rescue their kids all the time. They don't need to be there at every given moment and it also encourages the student to think critically of how to correct their problems.

    Tiffany: What I love about the marriage-family therapy perspective is that it is not just the boy we need to fix. It's looking at the whole system because the system all plays a role. Every one of us, we're a piece in the chess game and we all have a role that we play and we have systems and patterns and unless we disrupt that system and pattern, we're going to keep doing the same thing even if this boy changes.

    If you put them right back in that game, in that environment, he's going to fall right back into it no matter how much therapy he just got.

    Chris: That is so paramount and I use the analogy because parents were saying, “When will he be ready to come home?”
    I say, “Well, he's not cooked enough. He's not coming out of the oven yet. He needs a little bit more time to cook at Discovery Ranch so that he can be ready to be brought out and given to you. But you guys need to do the work too, because if you guys aren't ready, he's going to go back, and he is going to want to sit and play video games all day. He's going to want a snack. He's going to want to just do all this stuff.”

    Tiffany: Fall back into that victim mode and make you guys the persecutor like you were talking about.

    Chris: Or the rescuer or whatever.

    But you've got to hold steady and so I encourage the family, especially after Discovery Ranch to have their therapist, but also to continue the therapist with the parents or the parent, and to make sure that everyone is still following the model that has worked so well for him.

    Recognizing Sibling Needs

    Tiffany: Which leads me to this next question.

    What role does sibling support play in families with teenage boys with ASD?

    Chris: It's huge. It's huge. Because a lot of times siblings are often not being focused on and they're not being paid attention to.

    Tiffany: Especially if they're doing well enough because they don't need the attention that their ASD brother does.

    Chris: All of a sudden the ASD brother or sister gets 90 percent of the attention.

    All of a sudden the son or daughter who is neurotypical and doing pretty well, starts to act out to get attention.

    Tiffany: They are struggling with their mental health.

    Chris: Back in the day when I was at another facility, we had a student that was about to go home.

    He was golden but then I started to see that his sister was struggling so I started to ask about her and found out that she was very bitter and very angry that her brother, who I was working with got so much attention. He got so much focus that every time there was a call from me or the student, the mom would grab the phone and just stop and completely ignore her daughter. She was so bitter and she confided in me and said, "You know what? When my brother comes home, I hate him. I'm just going to make sure I talk to him and let him know."

    We did a lot of therapy with her to try and help her out but he was coming home soon so we got her into her therapy, but it did play out that way. She was so angry with him for getting all the attention for getting all the support that she wanted, which does make sense she'd cause some disruption in the home.

    They had to work with her and pay a lot of attention to her. I would recommend to the parents, and say, "Hey, you need to take her out. You need to pay attention to her. You need to do things with her. All of your time and attention needs to be focused on her at that time because it's not fair."

    At Discovery Ranch, we're starting the process of looking into doing a sibling's day over at Discovery Ranch. We have parent's day, which is great, but we don't include the siblings, so the siblings are usually left home or they're left in the hotel while parents come and learn about their boy and how to help him and support him.

    We want to now shift it a little probably once a year or twice a year, and have a time when we can have the siblings come in and spend some time with them and do some therapy with them. We can show the siblings the work that their sibling is doing, and also help them understand what the sibling has gone through. They can learn about what their neurology is, and then pay attention to them and listen to them and support them because they're that lone voice that's, not being heard, which is sad.

    Tiffany: I love it.

    What great family systems work to recognize because if you had sent that boy home without recognizing that that sister had some needs and needed help, it really could've set him back and set the family back after all the work they just did.
    Recognizing that there are so many pieces at play we can't ignore those siblings who are supposedly doing well, because a lot of times they're good at masking and trying to hold it together because they know mom and dad stress and they don't want to be another burden. They already see the trouble that their sibling is causing and they're worried about their parent's marriage and things like that.

    Deep down inside they're struggling mentally and then they do start acting out.

    Chris: Yes, and a lot of these siblings have also been the brunt of violence from a lot of our students. They've, they're scared. They're scared of possibly having that student come home.

    Tiffany: So you do repair work with them?

    Chris: Yes because a lot of times we do just family therapy with the parents and these students are gone for a year or two years. All of a sudden they're coming home and the parents are saying, "Hey, in two weeks, your brother's coming home" and they're like, "I only know my brother from two years ago when he was violent and aggressive and now you're saying he's coming home? That scares me to death." So we should include them, especially if we know that the student is coming home sooner than later. We start to include the brother or sister in that so that they can start to see the progress and allow them to know that they have a voice and that they can ask for support. They can know that they are not punching bags and that their feelings matter. They're valid.

    Support for Parents

    Tiffany: They're seen. They're heard. To end, what is one thing you would want parents to know who are struggling with a teenage boy with ASD?

    Chris: I think this sounds cliche or easy to say, but you're not alone.

    There's a lot of support and a lot of help out there. With the parents that come in, they feel alone like they have suffered in silence and I hate that. I hate to see parents who have not reached out or felt like they were just alone. People would say, "Hey, you're a bad parent" or something like that.

    This is a student or a son who is struggling with mental health issues and you're not alone as a family. There's support, there's help and I want to be able to support you guys. I want to be able to help you. I want to be able to grieve with you and be sad with you and then to be happy with you and to realize that this is a journey.

    This is a journey that you don't have to do alone. It's something that's going to be tough and we can do it together as a team.

    Tiffany: I think ultimately there's hope and healing, even though at times you may feel completely devastated and discouraged and that there isn't a light at the end of the tunnel.

    There is, and I hope you can share some success stories in our next episode of parents and students you've seen heal and grow together again.

    Chris: A lot of success stories and some funny success stories too.

    Summary and Looking Ahead

    Tiffany: Good. I'm excited to hear those. Thank you again for listening.

    To just summarize, we talked a lot about the challenges you face as parents raising a son or a daughter with ASD and how challenging that can be and hopefully, we were able to give you some pieces to think about what you can do to avoid burnout and to take care of yourself and get the help that you need. That's where true healing starts for you and your son or daughter.

    In our next episode, we're going to be talking about exploring what therapeutic supports there are and when you consider residential treatment. That's a huge step. It's a scary step, but when do you think it's time to take that step? So we'll dive more into that. Thanks again, Chris, for joining us.

    Chris: You're welcome.