MHM Magazine

Teen Suicide Prevention Week February World Bipolar Awareness Day March July Support Group Awareness Week 26-31 9-16 30 World Schizophrenia Awareness Day Substance Abuse Awareness Day May June 24 26 Mental Health Awareness Month 1-30 Panic Awareness Day World ADHD Awareness Day 10 14 January World Suicide Prevention Day 10 September World Mental Health Awareness Month 1-31 World Mental Health Day 10 October Mens Mental Health Month 1-30 World Stress Awareness Day 6 November 5202 MENTAL HEALTH CALENDAR www.sadag.org 0800 567 567 0800 456 789 076 882 2775 Teen Suicide Prevention Week February World Bipolar Awareness Day March July Support Group Awareness Week 26-31 9-16 30 World Schizophrenia Awareness Day Substance Abuse Awareness Day May June 24 26 Mental Health Awareness Month 1-30 Panic Awareness Day 10 January 5202 MENTAL HEALTH CALENDAR willingness to consider that what’s visible on the surface may not tell the full story. Framing autism as a difference, not a disorder — Understanding Autism as a Different Operating System A helpful comparison to explain autism is the concept of brain- based operating systems. Imagine the neurotypical brain as a Windows operating system, and the autistic brain as Mac iOS. Both are powerful, intelligent, and capable — but they operate differently. You wouldn’t expect a USB designed for Windows to work seamlessly in a Mac — and yet, most of society (from classrooms to clinics) is built for Windows sers. Those with IOS brains must constantly adapt to environments that weren’t designed for them. This cognitive labour is exhausting — especially when they don’t yet know their system is different. When we shift our focus from “What’s wrong?” to “What kind of environment does this brain need to thrive?”, we open up new possibilities for support, self- acceptance, and transformation. Why It Matters A diagnosis — even in adulthood — can be transformative. It can: • Provide relief and clarity • Unlock access to tailored therapy (e.g., DBT, Social Skills training, Neurodivergent affirming therapy) • Enable school or workplace accommodations • Prevent unnecessary mental health deterioration • Foster identity, community, and self-compassion And perhaps most importantly, it gives individuals permission to stop performing and start being who they are. Final Thoughts As GPs, you're often the first point of contact when something doesn’t feel quite right — even if the picture isn’t immediately clear. When the individual in front of you appears articulate, competent, or socially engaged, it can be easy to assume they’re managing. But sometimes, what looks like “fine” is the result of effortful masking or years of adapting in silence. Girls and women with autism are often missed not because we’re not looking — but because we haven’t always known what to look for. With greater awareness of these quieter, camouflaged profiles, we can start to ask different questions, reframe what we see, and offer timely, affirming support. A shift in perspective — not a complete overhaul — can open the door to earlier recognition, better outcomes, and more compassionate care. References available on request. MHM | 2025 | Volume 12 | Issue 3 | Flying Under the Radar: Identifying Autism in Girls — A Guide for GPs MHM