Asperger Syndrome and Psychotherapy: Understanding Asperger Perspectives

By Paula Jacobsen | Go to book overview

8
Collaboration with Parents
and Other Professionals

Child psychotherapists collaborate with other professionals who provide other therapies and are part of a child's support system or intervention team. Collaboration with schools is frequently a very important part of child work when children have learning, emotional, or behavioral issues at school. Collaboration and consultation are almost always a case management aspect of clinical work with Asperger Syndrome.

I have discussed the importance of parent collateral sessions to my work with a child. The parents and I collaborate as we address the child's work with other professionals. Open communication supports our roles. It enables the parents to be more aware of their parenting and enables us to consciously plan together for their child. I often address the theory of mind, central coherence, and executive functioning issues that help us understand the child. In doing that, I am generally bringing language and further understanding to something the parents have already observed and are trying to understand and address. As they understand theory of mind and central coherence, the parents (including the more Asperger-like parent) and even the child often bring me examples that reflect their understanding.

The child is aware of my communication with his parents, and often expects it. After all, these are children whose parents often intervene or facilitate for them. Sometimes, we invite a parent into a session so we can understand or figure out something together. At those times, the child experiences the way his parents and I communicate. The child knows that I know quite a few children like him and that I am interested in them. The child and parents generally find that reassuring. Often that makes it easier to address, in our sessions, the issue of perspective and what the various perspectives might

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