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Taking Therapy Home: The Language of Intervention
Abstract   Open access   Peer reviewed

Taking Therapy Home: The Language of Intervention

Michelle Curran
Abstracts of the 28th International Congress of Applied Psychology
International Congress of Applied Psychology (ICAP): From crisis to sustainable well-being, 28th (Paris, France, 08-Jul-2014–13-Jul-2014)
2014
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Abstract

Psychology funding Autism Spectrum Disorder intervention parent education therapy
Therapeutically, it is well known that a child at any point on the Autism Spectrum will have more significant gains in any area with early intervention. Maglione, Gans, Das, Timbie, and Kasari (2012) identified key areas for comprehensive intervention: Language, play skills, maladaptive function and behaviour, and an ongoing parent education component in the specific intervention used. Common to individuals on the Autism Spectrum are difficulties in the areas of social interaction, emotional regulation, theory of mind, and general linguistic abilities; all ranging from mild to severe in their impact on daily functioning. The parent in this process is commonly found being the deliverer of the child to intervention, rather than the more substantive integral part of the process that they have the opportunity to be, with the assistance of an alternate therapeutic approach. It is proposed that providing the parent with the requisite skills to work with their child on a daily basis, rather than one hour per week of professional intervention, is a far better use of their funding dollars. This process allows financial resources to be spent on specialised intervention needs rather than daily living aspects requiring work. Through comprehensive psychoeducation, empowerment and training the parent can be the best co-therapist for their child. The parent is taught to verbalise their own experiences, in such a manner that it educates the child as to their thoughts, feelings, and choice of behaviours, as they navigate this often difficult to process environment. As a result of this the child has the opportunity to learn that their thoughts are normal, their feelings are either the same or different from their parents but are able to be understood, and built a repertoire of how to behave in different situations. As clinicians we work with a range of people on the spectrum who are living in a world that speaks another language (e.g., lacking in detail, too much generalisation, incomprehensible pitch and tone), where their behaviour is considered by others to not be appropriate (e.g., lack of tonal awareness, self-stimulatory behaviours, melt-downs), that is difficult to navigate. This proposed model of intervention empowers the parent, provides the therapist with a clear framework, and ultimately builds the child's emotional repertoire.

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