Systemic psychotherapy with families where someone has an autism spectrum condition

Abstract

BACKGROUND: Families play an important role in facilitating the development and well-being of children with autism spectrum conditions.OBJECTIVES: After setting the scene with a clinical example, and providing a brief discussion of the current thinking about the aetiology of Autism spectrum conditions, this paper provides a review of the literature regarding the practice of systemic psychotherapy with families in which a child has an autism spectrum condition (ASC).METHODS: A search of databases and journals revealed a large number of opinion papers regarding how family therapists might work with families of children with ASCs and a smaller number of papers that describe or explore actual clinical practice.RESULTS: Pilot studies using qualitative methods and practice-based evidence in the form of descriptions of clinical work offer a solid footing on which to develop systemic practice to help families where a person has an ASC.CONCLUSION: Given the multifactorial nature of the aetiology of ASCs it is suggested that systemic interventions have the potential to influence changes at multiple levels of functioning for the child and the family.

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

“…Moreover, these misbeliefs could result in an overly high tendency for schools and homes to interpret the disorder as "stubbornness" instead of deficits in understanding or ability [71]. This misbelief is attributed to teachers' overestimation of children during diagnosis [72], becoming barriers that prevent teachers' from taking appropriate action.…”

Sailing through social LA GRRAACCEESS: tool for deconstructing and facilitating reflective and reflexive practice

“…Burnham et al (2008) and Mills-Powell and Worthington (2007) utilised the GRRAACCEESS model in order to reinforce learning about social difference within educational settings and obtained positive and enthusiastic responses from learners engaging with the GRRAACCEESS. Researchers similarly applied the GRRAACCEESS model for diversity training in clinical psychology (Nolte & Nel, 2012), training for cultural competence in supervision (Divac & Heaphy, 2005), engaging with psychotherapy with families (Helps, 2016) and promoting therapists' self-reflexivity (Totsuka, 2014). Burnham et al (2008) applied the GRRAACCEESS model within a training environment and noted how participants referred to an individual's physical presence or size as a potential new 'grace' .…”

Helping a depressed Chinese adult with high functioning autism reconnect with his family through structural family therapy

“…Nevertheless, in view of the inadequacy of BT/SST to address the complex problems faced by adults with HFA, cognitive‐behavioural therapy (CBT) is more commonly used in Western societies and in Hong Kong (Chan et al , ). While CBT has undeniably contributed to enhancing the social competence of people with ASD, systemic psychotherapy seems more suitable in order to mobilise family resources (Helps, ).…”