Succeeding with Interventions for Asperger Syndrome Adolescents: A Guide to Communication and Socialisation in Interaction Therapy

Succeeding with Interventions for Asperger Syndrome Adolescents: A Guide to Communication and Socialisation in Interaction Therapy

Succeeding with Interventions for Asperger Syndrome Adolescents: A Guide to Communication and Socialisation in Interaction Therapy

Succeeding with Interventions for Asperger Syndrome Adolescents: A Guide to Communication and Socialisation in Interaction Therapy

Synopsis

"Succeeding with Interventions for Asperger Syndrome Adolescents presents a wide range of useful strategies to address the communication and socialisation difficulties experienced by adolescents with Asperger Syndrome (AS). Using interaction therapy to teach social competence, the authors explain how to design a social skills intervention programme that ensures successful peer interaction. They describe the methodology, philosophy and science behind their approach and give guidance on choosing resources from the variety of available intervention programmes. The authors outline session formats, possible problems and solutions, and emphasise the significance of the therapist's attitude and the role of parents in building social confidence. Helpful case study examples are also provided, as well as a template for a sample course." Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Excerpt

This book focuses on the development of interaction skills in adolescents with Asperger syndrome (AS) through teaching social competence. Its primary audience is the group of mental health professionals and teachers designing and delivering socialisation training to Asperger adolescents – the 'therapists' as we refer to them in the book. The term socialisation refers to a range of behaviours, emotions, judgements and skills that define and underwrite effective social communication and interaction. We use the term interaction skills deliberately since it identifies both the fundamental feature of all social contact, namely its interactive nature, and the fundamental impairment in Asperger syndrome. A large part of the book explains the necessary and satisfactory conditions for successful social interactions to occur. It is a bit of an academic mouthful admittedly, but we are dealing with complex and subtle forms of human expression and there is no merit in thinking otherwise. Any socialisation intervention, and any teacher of one, has to be mindful of these conditions. As a discipline, teaching social communication principles to AS adolescents is neither trivial to grasp or deliver.

By adolescent, we mean a child past puberty and under the age of 20 years. We signal clearly at the outset that a 'one size fits all' model is difficult if not impossible to achieve for those with AS. Differences in developmental stages coupled with the presence of other complicating conditions (e.g. depression, attention deficit hyperactivity disorder, obsessive compulsive disorder) will mean that a minority of adolescents need other therapies prior to and during any socialisation intervention. We think in terms of 'doing the most for the most'.

Parents will find value in the book, but they need to link its content to a group intervention for their adolescents and themselves. A large part of what we . . .

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