This thesis tries to shed light on the forms of knowledge that are in the education, Autismepiloten, and what significance these forms of knowledge have for the social work with autism. The starting point for this thesis is through the genealogical method, that questionings the truism that is in the present, by exploring the historical development. In the analysis I therefore started with the concept of egocentricity from 1926, where children with autism where seen as egocentric, when they lack the skills of seeing others perspective while talking. In the 1950s there was a change in psychiatry, where the psychiatrists takes over the treatment and psychologists where left to make research. In the epidemiological studies in the 1960s and 1970s, the definition on autism changed to behavioral characteristics. Finally, the problem-solving approach is examined. In the problem-solving approach, the client gets more involved in the treatment.

It is discussed how the psychological discourse affects social work. The psychological discourse seeks to change development and adapt to changes. Empathy, self-understanding and mastery became natural elements in the social work with autism. The social workers became a sort of mini psychologists because they got the power to evaluate what behavior was normal and what was not, based on their education at Autismepiloten.
Other than that the social work was affected by the psychodynamic perspectives because the social worker dictated what treatment the client with autism should have and therefore the client lost his rights to define and consider his treatment. The focus on knowing the client and the client’s needs.
On the other side, Autismepiloten was adapted to the different needs in the different practices.
This thesis concludes that the psychological discourse has a great influence on the social work of people with autism by making empathy, self-understanding and mastery became natural elements in the social work with autism.