| Autism has been difficult for most to | | | | videos, art projects, toys, play doe, dollhouse, |
| understand. It is my belief that all the | | | | puppets, etc. to allow the child/adolescent to talk |
| information that one needs to know is available to | | | | about the other. This technique works because |
| understand the phenomenon of autism. It is my | | | | the person with autism cannot be direct and talk |
| belief that individuals with autism cannot reach | | | | by representing himself, but he can talk about |
| their potential because those who are working | | | | what he sees outside of himself. Thus what he |
| with them do not understand the cause or | | | | sees on the outside of himself is really what is |
| etiology of autism. Once autism is understood | | | | going on inside of him; |
| we will see these children grow beyond our | | | | 9) It is important to fill in the gaps for the autistic |
| wildest dreams. It is my belief that the individual | | | | child. They live in an unsymbolized world. When |
| with autism has not benefited from an | | | | you are working with them always speak of what |
| attachment. I call this an incomplete attachment. | | | | is going on and leave space for an answer from |
| Our job is to help the individual to complete the | | | | them to respond even if you know they may not |
| attachment process. Some suggestions on what | | | | respond. This teaches them about interaction |
| one might do are recommended below. These | | | | (Floortime is based on this same concept); |
| ideas are based on relational therapy: | | | | 10) Always act as if there is a person that cannot |
| 1) First you need to accept that it will be difficult | | | | interact with you, but wants to interact. You |
| and it will be up to you to encourage the | | | | might want to say "Is there something you want |
| attachment. The child/adolescent cannot be | | | | to tell me?" I would do this even with children |
| responsible for the awakening of the attachment | | | | who use echolalia or are nonverbal; |
| although the child is ready to complete the | | | | 11) Theory of mind – the child seems to lack |
| attachment process; | | | | the ability to know that the other has feelings and |
| 2) You will need to go into the child's world (know | | | | to also express their own feelings. As mentioned |
| the particular child) versus demanding that they | | | | previously, use projective techniques to get the |
| accept your world. This is an ongoing part of the | | | | child to talk about feelings; |
| therapy; | | | | 12) The job of the therapist is to recognize the |
| 3) Let your client take the lead. In other words, | | | | child. This is done by demonstrating to the child |
| let the client determine what will happen in | | | | that you can "see" him/her; |
| therapy even though it does not make sense to | | | | 13) The job of the child is to "remember" that |
| you; | | | | they exist. This will occur through the relationship |
| 4) Use every moment with the child to attach; | | | | between the caregiver/therapist and the child. |
| 5) It may not look like the child is attaching; | | | | Our job is to help the child to become conscious |
| 6) Do not give up on the child; | | | | of himself especially in relationship to others; and |
| 7) Always talk with the child as if they understand | | | | finally |
| you and hold onto the belief that they can | | | | 14) Do not give up. The child's development is |
| develop. | | | | dependent on you to understand his dilemma and |
| 8) Use projection as a means of communication. | | | | to help him to attach. |
| This process works with verbal children. Use | | | | |