Category Archives: Growing Up Autistic

Fractured Vision: One Autistic Phenomenon

October 18, 2014Autism and Aging, Growing Up Autistic, Sensory Solutionsadmin

I started painting with acrylics in 2012. I wanted to use that medium to illustrate aspects of my autism. To date I have written several articles and books along with speaking in three countries about aspects of autism. Painting is one more way to explain some of the nuances of autism to those who might be interested.

Painting allows me to show perceptions of the world that I see with my eyes as delivered through the neurology of my autism. I match up what I see with the colors and movements of paint on canvas paper. I have not taken classes about painting, other than a one-hour lesson where someone allowed me to watch him paint and ask questions about painting supplies and techniques. I determined after that hour that I could learn to paint.

So, now I paint. I just do it and really do not know if I am doing it correctly or not. What is important to me is the finished product – a painting allowing others to be able to see what I see.

It took me most of my life to realize that what I see isn’t what most other people see. I want people to understand some of the aspects of my autism that I cannot expediently explain with words, but can readily show by painting.

One of those aspects of my autism is something I call fractured vision. It typically occurs when I am in sensory overload. What I am looking at divides up. Imagine a picture that is suddenly cut up into several pieces. One day when this fractured vision phenomena was occurring, I wondered if I might be able to illustrate it through painting.

To illustrate this concept, I copied what was happening by cutting a painting into the pieces my visual perception was delivering to me at that moment. Over the course of a few weeks I took each opportunity of real-time fractured vision as I experienced it and showed what happened by painting and then cutting the painting into the fractured pieces my eyes were delivering to me.

Please know that not all autistics experience the world in the same way I do. The more salient take away point here is that more than 90% of autistics have sensory system differences from the neuro majority population (Baker, 2008 and Baranek, 2006). Those differences impact all of who we are and how we navigate in this world. Because most people don’t experience what we experience there typically are not words adequate to describe it.

When I was growing up, and as a young adult, whenever I would try to describe my experience either it was discounted as not possible, I was said to have a big imagination or it was thought that I was hallucinating. If you want to read more about my story you can do so in the book called Paper Words: Discovering and Living With My Autism (Endow, 2009). From my early 20’s until my late 50’s I refrained from talking about my experiences. It kept me out of psychiatric institutions and that was a good thing.

Today I am braver and I am now in charge of my own life so am able to talk about aspects of my autism without needing to worry what will happen if others do not believe me. At this point in my life others do not have the power to decide my experiences mean I am in need of a psych hospital – at least they no longer tell me this AND even if people would think it, there is no longer anyone who has the power to make it happen. This helps me to be brave and speak out and show my experience through painting.

Here is a picture of one of my paintings I use to illustrate the aspect of my autism I refer to as fractured vision. To see more paintings illustrating fractured vision look in the 2013 Gallery of the Art Store at my website. If you would like to see a larger collection of my paintings along with words explaining the aspects of autism they illustrate please see the book called Painted Words: Aspects of Autism Translated (Endow, 2013).

Blue Mountain Panorama by Judy Endow

Note: Greeting cards along with prints in three sizes  available for purchase
at the  Art Store on www.judyendow.com

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

Originally written for and published by Ollibean on August 5, 2014

Autism and Thinking With Colors

October 2, 2014Autistic "Behavior", Growing Up Autistic, Sensory Solutions, Social Considerationsadmin

I think in colors. My thinking colors have sound and movement. When I hear spoken words my neurology automatically goes for the match. When I was a girl, I heard the saying, “I got the world by the tail.” Immediately, the matching pictures of tail started popping up in my head. It’s like having a personal version of Google Images.

The initial picture search produced a variety of tails of animals. Then, there came the images of the ground mist I saw each morning when I went outdoors after breakfast. I assigned the world tail words I heard to this literal tail meaning that enabled me to name the pictures that had popped up in my head.

Specifically, I assigned this new tail meaning to the interaction of the sunlight and misty water particles I could see rising up from the earth’s surface whenever I was outside. For most of my life, I thought this literally was the earth’s tail.

Furthermore, I thought that people were somehow able physically to grab onto this tail and when they did so they indeed had the world by the tail! I had often tried to touch these sparkles, but now I had a new mission. I wanted to actually catch this tail so I too might have the world by its tail! I am glad this was the 1950’s because children played outdoors many hours. I was not interrupted in my efforts of trying to catch the earth tails.

Today, this would be called “a behavior” and more specifically would be labeled “stimming.” Unfortunately, today some would try to intervene and stop me from engaging in this behavior. Back then, it was just thought to be my way of playing. I used this environmental phenomenon of ground mist interacting with the sun sparkles to make sense of the progression of time across the day. It allowed me to be able to predict what would happen when (lunch, naptime, setting the table for dinner, etc.). I am glad nobody took my mechanism of sense-making away from me!

People with autism are often visual thinkers. It is not something we decide, but rather the way our brain handles information. We do not know when we are little that most other people think with words rather than with colors and pictures. This makes it difficult in school as delivery of information quickly becomes language-based as pictures drop away after the first few years. This dramatic change in materials in the United States occurs at the third-grade level when text-based instruction becomes predominant.

For me, it was hard to think about or understand ideas that were not concrete ideas. Basically, if my brain could not translate the words I heard into a concrete picture in a few seconds, as a young child I would not be able to pick up the meaning of the words being spoken. Even though I did not understand the meaning, I was able to repeat the words. For example, when prompted I could repeat the teacher’s instruction to use quiet voices even though I had no idea what the words meant at that moment because no picture popped up in my head to equal those words (Endow, 2013). I was often labeled stubborn and noncompliant based on other’s interpretation of my behavior. In reality, I was doing the best I could in the moment to participate and do what was asked of me by the adults.

Because autistics have different operating systems, we are misunderstood in many ways. Our operating system visits different, and yet often intense, experiences of aspects of the world that others never seem to notice at all! I would like to end with a poem illustrating the huge impact mismatched colors have on me.

Warring Colors
(Excerpt from Making Lemonade: Hints for Autism’s Helpers)

Colors are something her eyes can readily see

and when colors match
they tend to give back
a comfort to her eyes.

But when colors don’t match she can get distracted

and sometimes finds it harder to function
when her attention needs to be given
over to inside-her-skin physical senses.

If world-people could see what happens inside to her body

when colors are clashing outside of her skin
in the world all around her
this is what they’d observe

Her eyes start hurting as if they are burning.
Sometimes tears form and leak onto her face.

Her insides become disjointed

with inside-her-skin molecules
of her very being
trying to move away from each other

like sisters and brothers
in a family feud –

kin
not getting along,
choosing sides and
warring with one another.

This causes a physical aching.
Her muscles get sore and tired

Over the years she has learned that for her

it is not a very wise choice
to remain a long time inside of a room
where colors don’t match together.
(Endow, 2006, pp. 24-25)

Outside time dawns bright for me
While Misty Earth is making
A bright New Tail that rises up
Then back to me for taking.
(Endow, 2013, p.43)

Painting is EARTH-Tail Mist by Judy Endow
Note: Greeting cards and prints in three sizes are available for order at www.judyendow.com

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

Originally written for and published by Ollibean

Autism, Growing Up and Defining Friends

September 29, 2014Growing Up Autistic, Social Considerationsadmin

As an autistic, I have difficulties in the social arena in a multitude of ways. This was especially true during my growing up years. Even today as an adult, automatic social understanding is not my strong suit. I am, however, able to continually learn new things that enable me to do and be all I want in this world.

Today, in my professional work I am able to provide some input to a variety of organizations and schools in regards to individuals with an autism label. One thing I consistently see regardless of where I go is the practice of therapists and teachers referring to all the children in the group as each other’s friends. This practice feels right and good in preschool groups. Beyond that, the older the children, the more uncomfortable I become when I hear the adult defining all group participants as friends.

How Friendship Changes Over Time as Children Grow Up

I would like us to think about how the concept of friends changes as children grow and mature socially. When in preschool, a small child’s relationships are primarily with adults. Other children are defined as friends only when they are in close proximity, such as in the same room. This slides into the early primary grades for some, but not all, children. An example that illustrates this is birthday parties. In the very young grades, it is not unusual to invite everyone in the class to a birthday party because they are all friends.

As children go through grade school they grow and develop in all sorts of ways, including the way they define and participate in friendship. They come into a co-operative friendship style, meaning they co-operate fairly with others. Children this age will spend time making the rules and deciding who is in and who is out of their friendship circle. Often this is short-lived and a new circle or club will soon be formed. If they do something nice, they expect the other person then must do something nice in return.

As children mature they stop keeping score in their friendships and they start confiding thoughts and feelings to a select few whom they have identified as friends. They are able to help each other problem solve. Often during this stage of development children have the joined-at-the-hip experience of a best friend.

As teens navigate through high school friendship begins to become defined by the experience of emotional closeness. There is less possessiveness and individuals often have more than one circle of friends. Trust and support are highly valued as is remaining close over time, even if separated.

As I grew up, my autism meant that I was not on par with same-aged peers in my friendship development. This is the case with most children with autism that I see today. Often our individuals are put into social groups in an effort to give them support in an area that poses difficulty. In these groups there is a common practice of the leaders referring to all the group members as each other’s friends, regardless of the age or the development of the individual participants.

Referring to all kids in the group as friends is a preschool practice. It works well in preschool because, in reality, all of the children really are friends! After this period in life, not all participants define their friends by proximity. In the case of developmental differences, older children may be developmentally at a younger age. It may seem reasonable to target social connection at the current developmental level, referring to all the children in the group as friends. I have done this myself, but I am now questioning this practice.

My Personal Experience

I am reflecting on my own growing up and I know that when working one on one in a therapy session it was beneficial for the therapist to meet me at my current developmental level. For example, I can remember talking about how a friend was not sharing back and how wrong that was when I was seventeen. This area of friendship understanding typically happens during early grade school years, but at seventeen, that reflected my social development level.

This mismatch between chronological age and social development is par for the course for those of us with autism. Even so, addressing a group of teens as if they were preschoolers is not only quite disrespectful – it is indeed ableist!

Personally, I am willing to work on what is difficult for me, but I do not appreciate my difficulties being underlined publically. I do not want you to broadcast your assumption publically that I am socially at a preschool level. You see, even if I am at a preschool level in the area of friendship development, when you interact as if I am a preschooler others assume my intellect, my interests and my whole being are preschool levels. When you refer to everyone in the room as my friends, regardless if I know them or not, assuming a preschool concept of friendship development, it invites the rest of the world to see me as incompetent and they then treat me as a young child. Your behavior sets the stage further to impede my ability to grow and mature socially because now people will only extend preschool opportunities to me – your words defined that context.

Conclusion

I wonder when I observe groups today if older children and teens feel “less than,” “othered” or “treated like a baby” when the group leader starts by saying the usual, “Let’s do a check in with our friends.” Even when I was developmentally at the stage of defining my friends by proximity, intellectually I knew others my age did not do it that way. In fact, I knew that was one of the reasons I was in the social group!

I have more questions than answers at this point, but for now, in my practice, I do not use these sorts of phrases in group settings. Instead, I am addressing and supporting friendship at an individual’s developmental level in private sessions. I am utilizing age appropriate – rather than developmentally appropriate – language in group sessions. I do this out of respect. It never felt good to me as a teen when others interfaced with me as if I were much younger, treating me like a baby and assuming my incompetence. This is why I begin any older-than-preschool groups with, “Let’s check in with one another.”

REFERENCES

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2013). Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009). Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

Originally written for and published by Ollibean on July 17, 2014

Starting Third Grade

September 16, 2014Growing Up Autisticadmin

Starting Third Grade is a poem illustrating my experience as an autistic youngster in the 1950’s as I started the school year. The unconventional spacing represents the space of time for my brain processing to “catch up” so the next word can plop out of my mouth. This manner of speech isn’t a behavior I decide to engage in, but instead, nothing more than the way my brain does business – similar to the way your brain does business by not inserting spaces of processing time between your words mid sentence. Both the poem and the illustration are excerpted from pages 38-39 of my first book Making Lemonade: Hints for Autism’s Helpers.

Too much new

for back to school

is why I just don’t like it,

though

each new thing

all by itself

is entirely

acceptable.

New shiny shoes

I do so love

new ribbons in my hair

a freshly pressed

brand new pink dress

Oh …

ain’t I

debonair!

My satchel packed

with all new things

with all the stuff I need

sits on the floor

next to the door

just waiting

for me

to leave!

New class lists

posted on the doors;

the students find their names.

They take their seats

and wait to see

what will

this brand new teacher

say!

“Unpack supplies.

Get settled in.

My name is on the board.”

on and on

her voice keeps speaking

way much

too many

words.

Her voice plows on

it will not quit.

Words heap up in a pile,

while yellow chalk

adds to the talk.

School

just ain’t

my style.

Time for recess.

Go outside.

New playground has no shade.

Kids race about;

They run and shout.

At recess

I might

die.

I stand real still

and close my eyes.

The teacher comes by me.

She does smell nice,

but I’ve made up my mind …

I right now

quit

third grade.

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

IT IS STILL WRONG TO MURDER YOUR AUTISTIC CHILDREN

September 4, 2014Activism/Advocacy, Growing Up Autisticadmin

It has been one year since the murder attempt on Issy Stapleton by her mother, Kelli. During that year there has been an outpouring of sympathy for this mother only because Issy is disabled with a severe autism diagnosis. In our society we not only excuse murderers who’s victims are disabled, but we put the murderer in the victim role and dismiss the life of the murdered person – a “not real human being” in the eyes of our society. This is wrong.

Click here for a story with this week’s update. Read below for the blog written one year ago when the murder attempt first occurred. Not much has changed in the past year. Is anyone noticing what is happening in this case? What do you think about parents of autistic children continuing to tell one another that it is understandable for them to murder their autistic children?

Written one year ago on September 4, 2013

Issy Stapleton, 14, remained hospitalized in Grand Rapids, Michigan late Wednesday after her mother, Kelli Stapleton, allegedly attempted to murder her.

State police Lt. Kip Belcher said two portable charcoal grills were burning inside the vehicle where Issy was found unconscious. He said the van’s windows were shut and investigators believe Issy’s mother intended to murder her daughter.

Assistant Prosecutor Jennifer Tang-Anderson said authorities don’t believe the incident was an accident. Benzie County Prosecutor Sara Swanson said she authorized a felony attempted murder charge.

Belcher says Issy may have suffered permanent brain damage from the carbon monoxide poisoning. Issy’s mother was also found in the van and though unconscious when found, is expected to make a full recovery and is expected to be arraigned yet this week in 85th District Court.

Attempted murder carries a maximum penalty of life imprisonment with parole.

The above story is what I constructed by merely pulling from the original story. It is horrifying. Any person who attempts to murder a 14-year-old sparks in us an outrage, as it should. It is not uncommon for people to read this and say, “I hope that murderer never gets out of prison!” or even, “Prison is too good for her!”

I shared Issy’s story above rather than her mother’s story. The news media shares Issy’s mother’s story as if the story is about Issy’s mother and not about Issy. That is because Issy is autistic. For some reason, in our warped culture, being autistic somehow means you don’t count – you are not considered human being enough to count even after someone tries to murder you! In fact, you will likely not even be part of the story after the first few sentences.

The story becomes one of excuses for the mother or care giver who attempts to or actually succeeds in murdering the autistic. At our core, as a society, we hold the belief that a disabled person is better off dead.

We don’t actually talk about this belief, but it is what is underneath when so many can read the story and agree with and sympathize with the murderer. In no other murder scenario do we do this – sympathize with the murder and blame lack of services. Disabled people are construed as a burden to their families and are even thought to be the fault of their own murders! Sympathy starts pouring in for the poor murderer who had no choice and who, in fact, did what any one else would be driven to do under the same circumstances is what we are told by reporters.

WRONG

There are ever so many things wrong with this story line we see repeated about the “unfortunate tragedy” due to the “lack of services” for the family of an autistic person, while writing out the actual autistic person who was in fact murdered or had an attempt of murder carried out against her.

Here are some facts the news reports do not tell us:

1. Autistic people are human beings. Human beings do not deserve to be murdered. PERIOD. NO ifs, ands or buts.

2. Autistic people’s lives are not worth less than other people’s lives.

3. Autistic people do NOT cause their caregivers to murder them.

4. Lack of services is not a reason for murder.

5. If you are a parent or caregiver and feel the only way out is to murder your child you are in crisis. Call a crisis line. Your child may be removed from your care temporarily. Foster care isn’t great, but it will keep your child alive while your crisis state can be addressed.

I know by writing this I will have many parents of autistic children jump all over me saying all the usual things they say. So, I will tell you a bit about me ahead of time.

I was “severe” enough as a child to be institutionalized. As a teen I lived in two foster care arrangements that were not appropriate for an autistic teen. One was a group home for mentally retarded adults (that word was not a bad word at the time) even though I was neither mentally retarded or an adult. The other was a group home for delinquent teens; I was a teen, but not delinquent.

It took me a long time to grow up, but I did grow up. Today I have 3 grown sons, one of whom is on the autism spectrum. I was told my autistic son exhausted all the services when he was a teen, including the state mental institution after which he was returned home to my care. At times I feared for my life. I feared for the lives of my other children. I was only told my son had failed all the services my county had to offer and that I should call the police when he became violent.

I foster parented a severely autistic teen for a short time. I went to college. I got a master’s degree in social work. I worked in clinical settings. Eventually, I limited my practice to autism. Today I have my own business. I am an author, consultant, artist and international speaker on autism topics.

I write all this about myself because, nearing retirement, I have experienced all sides of this many-faceted story. I know how it feels to be the victim, the mother, the caregiver and the social worker. I understand foster care from the angle of the kid in the system, the foster parent and the social worker. And I can tell you that at the end of the day no matter how I look it I know this:

IT IS WRONG TO MURDER YOUR AUTISTIC CHILD.

If murder is looking like a solution to you it means you are near the breaking point and need help. Call your local crisis center and say these words, “I am thinking about murdering my autistic child and here is how I would do it.” Then tell them your plan. If you do not have a local crisis hot line go to the nearest hospital emergency room and say the same words. It is not a perfect solution. It is a crisis solution, but will ensure you get someone to help you in the moment because murder is not a solution to your problem.

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

Originally written for and published by Ollibean on September 5, 2013