Equity , diversity and belonging
Equity , diversity and belonging
Feature
My journey into the profession
In August this year , RCOT launched a new learner ambassador scheme . Georgina Spray , who lives with a disability , is keen to advocate for and connect with disabled and neurodiverse occupational therapists . Having been newly appointed to one of RCOT ’ s new volunteer positions , here she shares her story .
Below : Georgina Spray with her French Horn
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24 OTnews November 2024
here ’ s no better time to start on my RCOT learner ambassador journey , than by sharing my story with the wider occupational therapy community during Disability History Month .
My own journey as an undiagnosed autistic child and teenager is , sadly , far too common . But having just finished my final occupational therapy placement , within a specialist adult autism diagnostic service , I have been left keen to share my story .
Starting primary school at the age of four was when it became apparent that the social demands expected of me had exceeded my capacities .
Despite being able to speak confidently at home , primary school left me crippled with so much anxiety that I was unable to talk or
Credit : National Open Youth Orchestra communicate my needs at all . I was also unable to go into assembly and couldn ’ t eat my lunch in the hall with the other children , because I found it overwhelming .
As I got older , I proved my teachers right by ‘ growing out of it ’! Things steadily improved until I was able to talk , attend assembly and have lunch with everyone else . My previous differences were put down to me being ‘ shy ’ or ‘ quiet ’.
Secondary school is a big transition for everyone , but the anxiety I felt throughout my first year was difficult to manage . I was almost immediately diagnosed with a debated condition called Irlen syndrome .
This seemed to be an answer to some of my difficulties and allowed me to access some muchneeded extra academic support . However , this extra support was provided before school and during my lunch breaks , meaning my biggest challenge – socialising with my peers – just kept getting bigger .
I was seen by Child and Adolescent Mental Health Services ( CAMHS ) at various points throughout my teenage years , the focus always being on anxiety . I also had numerous attempts at cognitive behavioural therapy , but it didn ’ t seem to help me in the way that it helped others . I felt like I was the problem and that no-one could help or understand me .
But on 3 December 2015 , aged 16 , my life changed forever , when a psychiatrist mentioned the word ‘ autism ’. It isn ’ t possible to put into words the enormous relief that I felt as soon as the word came out of his mouth .
I ’ d had a difficult time leading up to my diagnosis ; I felt like I was screaming for help , but nobody was listening . After the initial relief , I began to reevaluate my pre-diagnosis life and experienced mixed feelings .
The one meaningful activity that helped me through my teenage years was music performance . I started playing the French Horn when I was 12 years old and fell in love with it .
I felt invisible throughout my time at school , and teenage years in general , often not heard or misunderstood . But when I was making music , people listened to me .
Throughout my life I had always followed rules with enthusiasm and as soon as I started playing the instrument , I felt it was what I wanted to do for a career . Music kept me motivated through difficult times and was the only area that I was above average in at school .