Tag: Research

Scuba Diving as an Aspie

Scuba diving can be a wonderful, potentially life-altering experience. For many people, descending beneath the waves of the ocean, or even into a lake or quarry, can feel like exploring an alien planet filled with unfamiliar forms of life. While humans evolved to live in terrestrial environments, about 71% of the Earth is covered with water and about 97% of that is ocean. Further, all life on Earth is thought to have originated in an aquatic environment. One could then argue that the oceans, with their variety of distinct ecosystems, represent the primary habitat on Earth. This, I feel, drives an intense curiosity about the undersea world for many of us.

Recreational scuba diving is a fast-growing sport and is by no means restricted to those with related jobs, but scuba can also be used in a range of natural science careers (both marine and freshwater). There are many scientists whose fieldwork includes underwater surveys of fish, algae, and invertebrates, collecting samples at depth, or even conducting habitat use, feeding, or reproductive studies while diving. If you are interested in this sort of work, earning scuba certifications while in high school or college can be enormously beneficial.

However, it should be noted that scuba diving is not for everyone, can be quite expensive, and is absolutely not required for a career in marine/aquatic science. The message you take away from this post should not be “I have to spend a lot of money on scuba courses and gear or else I can’t be a marine scientist.” A lot of marine science is done in labs and on computers, rendering scuba training unnecessary. I know many marine scientists who can’t even swim, let alone scuba dive! Even amongst those who are scuba certified, most only dive for fun, not work.

I bring up scuba here because, in addition to being a moderately common tool for marine and freshwater scientists, it can be a unique experience for those on the autism spectrum. In particular, the sensory and organizational aspects of autism and Asperger’s can have massive implications when scuba diving, both positive and negative.

General Therapeutic Effects

There have been anecdotal stories of individuals diagnosed with ASD (DSM IV autism and Asperger’s) experiencing moderate relief from sensory stresses and anxieties while scuba diving for some time. As far as I am aware the only formal study on the subject came out of Midwestern University in about 2014, though this study simply analyzed personal accounts of autistic divers to identify common themes and experiences. Drawing on my experience as an autistic divemaster, I can confirm that many positive aspects of the scuba experience can (sometimes, in some people) impact common types of sensory issues. Neurotypical scuba students frequently report these benefits as well, though they may be more striking for autistic divers.

Many autistic people derive comfort from weighted blankets or similarly thick clothing; this is thought to be the result of increased pressure on the body. While I can’t explain why this works physiologically or psychologically, it is a widespread experience. When scuba diving, the ambient pressure on your body increases rapidly due to the weight of the water above you. That pressure is double what you experience at sea level after descending only 10 meters (33 feet) and increases linearly with depth. Autistic divers have commonly reported that this increased pressure, in addition to the squeeze of their exposure suit, provides a comparable effect to that of a weighted blanket.

For some people on the spectrum oversensitivity to certain stimuli can cause headaches, anxiety, and stress. Because diving narrows your perception through impairment of most senses, it can significantly reduce sensory distractions. When diving, your vision is narrowed by your mask, smell and taste are severely limited, hearing is minimal, and tactile reception can be reduced with gloves. Some have described this as freeing, simultaneously relieving the anxiety and headaches associated with overstimulation and improving focus. I cannot speak to the medical validity of this, though it is an interesting possibility.

Finally, dive training can offer a sense of confidence and accomplishment to anyone willing to put in the time. This is frequently cited as a major benefit of recreational dive training for neurotypicals, and I feel it extends to the autistic community. Particularly for those of us who may not have a lot of agency and control in other areas of our lives, building confidence through dive training and execution can be intensely fulfilling.

Potential Aspie Advantages

In some ways, Aspies are built for scuba diving. Virtually all scuba training makes use of extensive lists, acronyms, and mnemonic devices. Aspies are commonly drawn to this type of mental organization, and many of us already rely heavily on lists and categories to manage our daily lives. Personally, scuba training felt almost familiar because of how it was structured. Neurotypicals face a potentially high barrier to entry during their initial scuba training because they must adapt their existing mental organization system to keep track of gear, conduct equipment and buddy checks, and establish and remember dive plans. For many Aspies, this manner of organization is more naturally grasped.

Humans (except for fluent sign-language speakers) lose our primary means of communication when diving. To compensate for this, the dive community has developed a set of hand signals that allow for limited communication at depth. Although there are small variations in the use of niche signals and the overall syntax when multiple signals are used in sequence, the most important signals are considered universal. However, because these signals are so simple and so few, divers need to be deliberate when communicating. This system will appeal to some Aspies. Because it reduces communication to only the most necessary messages, normalizes the practice of “speaking” methodically, and eliminates confounding factors like tone of voice and facial expression, some Aspie divers I know find this “language” preferable to speaking on land. Aspies may indeed find they are well-suited to this form of communication and therefore better prepared to become divers.

For Aspies, plans and expectations that are thorough, clear, and explicit are frequently a source of comfort. Due to safety concerns and limited communication at depth this is always the case when diving. Every dive training course will emphasize the importance of making thorough plans for each dive and clearly articulating any goals or expectations. Divers are also taught to stick to the plan, erring only on the side of safety. As the saying goes, “Plan your dive and dive your plan.” I imagine many Aspies will find this culture of safety and explicit communication comforting, as I have.

Potential Aspie Disadvantages

I think I’ve made a fair case so far for why Aspies tend to make good divers, but there are some ways in which we may be naturally unprepared. The biggest of these relates to the diving medical requirements and associated sensory issues.

While I am not aware of any proven correlations between autism and other specific medical conditions, the sensory under- and over-stimulation common amongst those on the spectrum can be a problem when diving, depending on how it manifests. For example, the rapid pressure changes involved in diving affect gas pockets in the body including the lungs, inner ears, and sinuses. Divers must compensate for these changes by breathing full, calm breaths and exhaling while ascending (lungs), equalizing/clearing their ears, often manually (inner ears and sinuses), and always ascending slowly (both). Although I have never witnessed autism-related sensory issues prevent a would-be diver from properly performing these tasks, someone prone to over-stimulation in their sinuses, for example, would almost certainly require extra help during training to get used to it. Similar sensory issues could arise with breathing compressed air, which is necessarily cold and dry and can be uncomfortable in the mouth and throat.

Another skill that may present some difficulty to autistic divers with sensory issues is the conscious regulation of breathing rhythm and overcoming the instinct to hold one’s breath. As mentioned above, lungs are fundamentally gas pockets that will expand and contract as the ambient pressure changes. This can cause a serious lung over-expansion injury if a diver, for example, holds their breath and swims upward. Slight changes in lung volume (inhaling and exhaling) will also influence a diver’s buoyancy, allowing for fine mobility control. For these reasons, dive training courses emphasize conscious control of breathing and expect students to maintain that control throughout every dive. I know one individual on the spectrum who struggles with sensory over-stimulation when she starts to think about her breathing. While I imagine this might be a rare issue, it would be a significant problem when undertaking dive training.

I have known some Aspies for whom anxiety is a defining facet of life and who are prone to panic easily. If this sounds like you, I recommend that you approach diving with caution. While scuba diving can be a tool to regulate anxiety and panic through comfortingly thorough training, clear communication, and reduction of sensory over-stimulation, this regulation must be learned early in the training process. The best advice I can give to someone in this situation is to share their concerns with their instructor clearly, and to accept that extended training time in the pool may be necessary. Anxiety does not preclude you from becoming a successful diver but pretending that it isn’t part of the equation might put you in a dangerous situation.

Finally, diving is a social sport. While Aspies generally don’t experience speech delays in childhood, many of us have to work very hard to figure out the unwritten social rules that neurotypicals grasp quickly. Different Aspies do this at different rates during different stages of their lives, and some will probably never understand their neurotypical peers. I don’t personally see this as a failure or shortcoming, but it does create practical issues when entering a highly social activity that is, like most things, dominated by neurotypicals. There is no magic advice that will make your dive peers like or understand you. All you can do is keep a good attitude and open mind, give your best effort, and communicate genuinely. If possible, it may also be best to dive with a friend or family member who knows you well and will not be put off if a social rule is broken.

Getting Started—Finding a Healthy Dive Culture

While the vast majority of dive operations are shining examples of safety, there are plenty of less-than-reputable businesses that cut corners either out of laziness or to minimize expenses. Once you have engaged with such a business, they will frequently use peer-pressure (yes, really) to get you to finish your training while overlooking equipment safety issues or rushed instruction. All prospective divers should make sure that they are pursuing training through a reputable organization, especially those on the spectrum who anticipate needing extra time or assistance.

You’ll want to start by looking for an open water or introductory scuba course (these are common terms for a “basic” recreational scuba certification) offered by an internationally recognized dive training agency. These include the Professional Association of Diving Instructors (PADI), the National Association of Underwater Instructors (NAUI), Scuba Schools International (SSI), Scuba Diving International (SDI), the British Sub Aqua Club (BSAC), the Confédération Mondiale des Activités Subaquatiques (CMAS, also called the World Underwater Federation), the National Academy of Scuba Educators (NASE), and others.

Visit a dive shop, school, or training center associated with the agency of your choice and inquire about the dive certification process. Voice any questions or concerns you may have, including relevant sensory issues or significant anxieties. This initial conversation can tell you a lot about how a dive operation is run and, when coupled with online reviews, will form the basis of your decision. Learning to dive requires honesty and vulnerability, particularly if you have sensory/autism related concerns. That can be scary! You need to decide whether you feel comfortable being honest and vulnerable while working with this operation’s staff. All the effort will pay off when you receive patience and individual attention during training, and with a certification card that will be recognized by dive operators around the world. If you decide to pursue advanced dive training or even a career as a dive professional, you can rely on this familiar and trusted operation for guidance.

Getting Started—Adaptive Diving

The world of adaptive scuba training is growing rapidly, and new opportunities are popping up all over. This type of training was originally conceived for paraplegic divers, but it has expanded to cover a range of physical and mental conditions including most forms of autism. While the process I’ve outlined above may work for many Aspies who are capable of “passing” as neurotypical and/or who have relatively mild sensory concerns, people (Aspie or otherwise) elsewhere on the autism spectrum may benefit from adaptive training. This includes anyone who struggles with basic verbal communication or learning in a traditional academic setting, has severe sensory issues, or who does not function autonomously to the degree a diver normally would.

If you fall into this second category and want to learn to dive, your best bet (in the U.S., at least) is to find a shop with an instructor certified by the Handicapped Scuba Association (HSA). This sort of thing will usually be emphasized on a store’s website. The HSA site (hsascuba.com) is supposed to help you find instructors, divemasters, and dive buddies who are HSA certified, although at time of writing each of these links causes the site to crash. I recommend starting with an internet search for “HSA Instructor” followed by your area.

HSA instructors are scuba instructors who have undergone additional training and are qualified to teach students with a range of physical and mental disabilities and conditions. Depending on the dive operation and your unique situation you may be placed into a class with neurotypical students and given the extra attention and support you need, or you may get entirely private lessons. If you have a friend or family member who dives and would like to dive with you, the HSA offers a Dive Buddy Course (DBC). This course prepares divers who are already certified to partner with paraplegic, quadriplegic, amputee, and blind buddies. I have been told that the most recent version of the DBC includes information about diving and the autism spectrum, though I can’t personally confirm this.

For me, scuba diving is as much about focusing my mind on a single task as it is about exploring. It grounds me, calms me, and keeps me active. While I can’t guarantee that diving will have these effects for all Aspies, I encourage you to try it if you are at all interested.

Your best source of advice about diving in the context of a science career will be faculty mentors engaged in diving research, so seek them out and talk to them. Lastly, remember that diving is far from required in the aquatic sciences; it’s just one of many tools that can be used to study marine or freshwater systems. Whether or not you decide to (or are able to) take up scuba diving, you are welcome in the natural sciences.

I am not a medical professional; the advice and views expressed here do not constitute formal medical advice. Further, these writings are my own and do not necessarily represent the official positions of any dive training or safety agencies with which I am affiliated, including the Professional Association of Diving Instructors (PADI), Scuba Schools International (SSI), and Divers Alert Network (DAN), or that of any dive operations for which I have worked.

Why and How You Should do Research as an Undergraduate

Careers in the sciences are centered around research. Whether you want to be a scientist doing the research, a journalist writing about the findings, or a policy-maker or environmental manager using those findings to make decisions, a thorough understanding of the scientific method and the process of research are vital. There is no better time to get acquainted with research than college, when you will likely be surrounded with faculty and graduate students working in a wide variety of fields. Working in a research lab will help you to narrow your professional interests, inform your future career decisions, and give you a taste of what graduate research is like.

How do I get Research Experience?

Depending on your school you have a few options. Most labs are constantly strapped for cash, so they are always willing to accept undergraduate volunteers. If you are a student at a research university (or if you just happen to live near one), all you need to do is find a lab that sounds interesting to you on the school website and email the PI (Principal Investigator) offering your time. In many cases he/she will have a hard time turning away free help! Some schools may offer course credits for working in a lab. If you can get your PI to sign off on it, this is an excellent way to document volunteer research experience on your transcript while (possibly) giving your GPA a boost.

The ideal find would be a paid position working on a research project. Unfortunately for reasons stated above, these are few and far between. There are paid technician roles in many labs that do more repetitive or menial work however, and you may be able to use these as an “in” with the lab manager or PI. For example, if you’ve been working as a tank cleaner or animal feeder for a semester already when the lab has a need for help on an existing project, the PI might offer you the spot before advertising it to other students. Your school might also offer undergraduate research funding that you can apply for, which may or may not include a stipend for you. Consult your PI or your school website to find out what is available to you.

Some schools require an undergraduate thesis or capstone project during your final year. If you haven’t gotten some experience with a research lab by that point, this is your chance! Every school handles this a little differently, and some (mostly American schools as I understand it) only require a thesis of Latin Honors graduates rather than all students. If your school has a formal process of choosing a lab in which to do your thesis then that is the process you should use. Otherwise, it would be wise to start volunteering in a lab well in advance of your thesis time so you are familiar with your lab-mates and the available resources. An undergraduate thesis/capstone project is also a perfect experience to leverage when applying to graduate school.

Finally, I recommend you look into the National Science Foundation REU (Research Experience for Undergraduates) program. I’ve written about the program here, but the idea is that you apply to one or more REU Sites where, once accepted, you get to conduct a research project in a PI’s lab. You are given a stipend, research mentoring, and sometimes room and board. REUs are typically more involved than research at your home institution because most programs last 3-4 months over the summer and are typically a full-time job. The REU program can be helpful if you want to do research in a field not studied at your home institution, or if you aren’t sure whether graduate school is the right path for you.

These are all excellent ways of getting research experience as an undergraduate student. I heavily recommend that anyone working toward a science degree of any kind gain experience with a research lab before graduating. Having a hand in the scientific process early in your academic career can give you an edge in graduate school applications, help you figure out which career path is best for you, and make you a more scientifically literate citizen.

Photo Credit to Pexels

When and How to Talk to your Research Advisor about Asperger’s

Whether in academia or not, you will almost always have a superior, mentor, manager, or advisor of some sort to work under. In most cases you are under no obligation to become close with this person, but in some settings you would be wise to become friends as well as coworkers. This is particularly true in academia, where your research will more than likely take place under the umbrella of a laboratory, and you will need to work very closely with your lab-mates.

The head of a research lab at a university or research institute is often called the “Principal Investigator” or PI. The lab typically caries the name of this person (e.g. Smith Lab). Under the PI, depending on lab size and funding, are one or more Post-Doctoral Research Fellows, graduate students pursuing doctorates and master’s degrees, and sometimes undergraduate staff or volunteers and/or full-time technicians. Depending on where you fit into this hierarchy, you may report to a technician, the grad student or post-doc in charge of your project, or possibly the PI themselves. In each case, there may come a time when you need to discuss your Asperger’s with your superior.

First, you need to determine whether this conversation is necessary or advisable at all. For short-term positions like seasonal fieldwork or situations where you report to a lab manager or graduate student, you might not have to bring it up. If you are comfortable passing as neurotypical and don’t have any serious sensory issues or stimming requirements that would come up while working, I don’t see how explaining your Asperger’s to your supervisor upfront would be necessary. Small accommodations, like needing noise-cancelling headphones to prevent sensory overload in an office environment are often reasonable and common, and most advisors would probably agree to this without an explanation of your diagnosis. More significant accommodations will probably require you to fully discuss your Asperger’s, but if you can get away without this conversation and are comfortable doing so, go for it. If, however, you are enrolling as a graduate student and plan on studying under a PI for 3-7 years, this conversation will probably need to happen sooner or later. The relationship between a research mentor and their student is a unique one, and it frequently requires very open and comfortable communication. Having your mentor on the same page as you will be necessary.

Once you’ve decided that your working relationship will require a conversation about Asperger’s, the question becomes when to broach the subject. This depends a lot on your social confidence. Over the years I have become comfortable enough discussing my Asperger’s that I consider it no secret. I often mention it when appropriate during job interviews as evidence of my learned ability to understand and work closely with others. If you have built your social confidence and feel the same way, I’m sure you will be able to read your advisor and find an appropriate and relevant time to mention it. If you haven’t yet built this self-confidence, I have some very good news for you: Understanding of the autism spectrum is at an all-time high, particularly amongst educators, and many academics are autistic too. Honestly, there is a decent chance that your advisor is on the spectrum as well. Take a deep breath and remember that your advisor is on your side and wants the best for you. When should you bring it up? If you are a graduate student, you likely have regular meetings with your advisor to discuss your project. These are an excellent time to have a respectful, face-to-face conversation with them, and to answer any questions about Asperger’s they might have. The same goes for post-docs. If you’ve been hired on as a lab manager or full-time technician, you may have a more difficult time getting the PI alone. Travel to and from field sites, if this applies, can be a good time for this. Otherwise, it is perfectly acceptable to ask for a one-on-one meeting to discuss this.

Finally, what should this conversation look like? The priority should be making sure everyone is on the same page. Your advisor has a vested interest in supporting you and your work, so make sure they know what you need to succeed. If you struggle with communicating via email or text because you need facial expressions and tone of voice to fully understand, say so. Video chatting exists for a reason, and in my experience advisors are more than willing to accommodate. If you need to wear noise-cancelling headphones while working at your desk to avoid sensory overload, tell them. If you stim in a particular way and need your lab-mates to not make a big deal out of it, explain that. Odds are, you won’t be the first person on the spectrum that they have worked with. Or the tenth. Besides, a good advisor will be willing to learn from you just as you learn from them.

My last piece of advice is to make sure all of this isn’t blurted out suddenly and quickly. I made this mistake with one of my early academic advisors, and the conversation just muddied the water. Your priority should be to calmly, politely, and genuinely explain what Asperger’s means for you, and what that means for the lab. Talk about your strengths and weaknesses, what you feel you add to the work environment, what you need to succeed, and how you would like to improve. Your advisor is training you to be a scientist. These are the sorts of subjects you need to discuss with them even before Asperger’s comes into the picture. I know some of us dread this conversation, but imagine how much it would mean to have your advisor on board as a supporter and an advocate.

Photo Credit to Pexels