Download Asperger Syndrome in Adolescence: Living With the Ups, the by Liane Holliday Willey PDF

By Liane Holliday Willey

Formative years and grownup reviews of people with Asperger Syndrome (AS) have gotten more and more good documented, but the an important formative teenage years have, up to now, been missed. youth is a tricky time for any youngster, but if you might have Asperger Syndrome this already emotionally complicated time of existence turns into the entire more difficult. Reflecting the perspectives of oldsters, execs and people with AS themselves, this publication tackles concerns which are pertinent to all kids, equivalent to sexuality, melancholy and friendship, in addition to discussing themes like disclosure and healing possible choices which are extra particular to these with AS. This publication goals to make the transition from baby to grownup as gentle as attainable, and is a vital survival consultant to youth.

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Additional resources for Asperger Syndrome in Adolescence: Living With the Ups, the Downs and Things in Between

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For example, the author has worked with individuals whose special interest has been the weather and has suggested that their emotions are expressed as a weather report. There are several children’s reading books that have a particular emotion as a theme and self-help books for adolescents with specific mood disorders that can be used as a form of bibliotherapy. We also now have books and computer programs that provide a social and emotional curriculum which includes activities for affective education for children with Asperger Syndrome (McAfee 2002; Moyes 2001; Silver and Oakes 2001).

Attribution retraining involves establishing the reality of the situation, the various participants’ contribution to an incident and determining how the client can change their perception and persona. The client with Asperger Syndrome may have a limited repertoire of responses to situations that elicit specific emotions. The therapist and client create a list of appropriate and inappropriate responses and the consequences of each option. Various options can be drawn as a flow diagram that enables the client to determine the most appropriate response in the long term.

Cambridge, MA: MIT Press. L. (1993) Therapeutic Communication. New York: Guilford Press. Wexler, D. B. (1991) The Adolescent Self. New York: Norton. Wing, L. (1999) The Autistic Spectrum. London: Constable. M. (1996) Developmental Therapy. Austin, TX: Pro-Ed Publications. 2 Cognitive Behaviour Therapy (CBT) Tony Attwood The person with Asperger Syndrome has no distinguishing physical features but is primarily viewed by other people as different because of their unusual quality of social interaction, conversation skills and cognitive abilities.

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