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Our identity is something that we are constantly working on as people. Though it is something that is in development across our lifespan, at each phase of development it has a large impact on who we are and how we view ourselves. What feeds into this development of identity are things such as self-perception and experiences, and even our sense of competence in our motor skills (Timler et al., 2019), in fact, sometimes our sense of motor-skill competence carries more weight than our close relationships. All our experiences together help to develop our self-concept and identity, and the Self Memory System is the cognitive framework that explains how this occurs. A key aspect of the SMS is the mechanism of control called Executive Functions. Executive functions enable self-regulation and determine how we handle ourselves when we are experiencing stress. In this essay, I’m going to explain the ways in which impairments in executive functions are involved in interactions between the autistic community and police officers and can contribute to higher rates of police brutality.

There are certain skills that are said to help set one up for future success. Those skills include self-control, discipline/perseverance, creativity, flexibility, and reasoning. These skills are also what make up executive function. Impairment in these areas can contribute to difficulties within one’s work and social life. Luckily, executive functioning can be improved.  Executive functions are the ways in which our mind operates to help with skills such as problem solving, comprehension, and impulse control. We call on these skills when we are engaging in actions that ask us to concentrate, or when we are in situations that require reliance on impulses or intuitions.  Within executive functions are core executive functions, those being working memory, inhibition, interference control, and cognitive flexibility. From these different core executive functions are where we see the skills of reasoning, problem-solving, and planning. These skills are important because across studies it has been noted that executive function has demonstrated success in the workforce, in schools, and in general life outcomes(Diamond, 2013).  The relevance of this in the interactions between these two communities is that the ability for an individual to control things like impulse control can directly affect interactions with others. For example, an autistic individual who has impairments in executive function may have difficulties with impulse control.  This might lead to risky behaviors on the part of an individual. What it could look like is running into busy streets, or running away from individuals who may be attempting to provide help. Individuals who are trying to provide assistance need to be aware of the ways executive functions can be impaired and how to respond appropriately. In this case, if you were a cop looking for a missing child who had run off, the child might be scared or unaware of what their actions meant in terms of right or wrong or that it had worried people. In approaching the child when they have been located we again go back to the base understanding of behaviors that an autistic child may be displaying such as not responding to demands.

The quality of an officer’s executive functions matters for how interactions with an autistic individual will play out, as well. When someone is under stress their ability to use their EFs is compromised and this can lead to disastrous results.  What this could look like is resorting to more lethal methods because of assumed threats or reactivity. What we know, however, is that executive functions, primarily the focus being for officers can be improved. What this workbook provides among other tools are ways in which executive functions can be improved upon. Working on improving executive function among other things can reduce the discrepancy that occurs between these actions of brutality and self-concept are what I am trying to re-align with my project.

The working self-concept, as explained in chapter 2 is a model that we use to help explain the constraints and goals of an individual. These skills are then organized to help control cognitive and behavioral processes. The three domains again are, “: the actual self (some approximately accurate representation of one’s self, perhaps, even the system’s mental model of itself), the ideal self (what the self aspires to), and the ought self (the self one should be as specified by one’s parents, educators, other significant persons, and society generally).”(M. Conway & Pleydell-Pearce, 2000,p.266). These domains help to explain the different conceptions of self, and when the autobiographical knowledge supports it, lends to a sense of stability. With that being said, this knowledge base is what “limits the range and types of goals that a healthy individual can realistically hold”(M. Conway & Pleydell-Pearce, 2000,p.266). In order to have this sense of stability, an individual has to have self-contained knowledge that supports their belief that their actions match their perception.

Whose executive functions matter most to target for improvement, when it comes to improving police interactions with autistic individuals? The answer to this question is the police officers. When they can better manage their stress reactions with improved executive functions, they are better prepared to support (rather than harm) the individuals they are called upon to help. Where my project comes in is best highlighted by a point made in the paper, and Ted Talk was done by Diamond(2014). Specifically where she talks about improving executive function by creating an environment of social support and other confounding variables that aid in this improvement. Further, what negatively impacts the efficiency of executive function are things such as stress, loneliness, and lack of physical activity.  What I hope to bring is an understanding of the ways in which we can improve the environment in which the autistic community and additionally the environments of police officers cross paths. What it can look like is supporting the creation of a space that helps to meet these different deficits that contribute to impairment of executive function. For example, this could be as simple as encouraging a running club within the department, this would help with social and motor aspects. More specific to my goals with my workbook, would look like encouraging and providing materials to work on self-regulation in terms of stress and recognizing signs of stress. At the same time would be presented opportunities that help familiarize police departments with members of the autistic community. Together this can help to address what biases officers hold while also helping to foster skills that will improve interactions.

The goals of my activities, primarily in working with law enforcement officers will be to encourage and support education on the autistic community as well as on work related to self-improvement. I believe this will lead to more pro-social behaviors and would aid in reducing instances of brutality against this community. Pro-social behaviors being behaviors that are for the betterment of others. This process would be done through the three phases of my workbook activities and would help to generalize these skills across the different environments.