Not exact matches
Autism is a complex condition of unknown cause in which children exhibit reduced interest in other people,
impaired social communication skills and repetitive
behaviours.
Expressive Arts Therapy can be considered a particular type of psychotherapy as it overlaps with traditional forms and techniques of psychotherapy and is likely to be considered a part of the «controlled act of psychotherapy» defined as: «to treat, by means of psychotherapy technique delivered through a therapeutic relationship, an individual's serious disorder of thought, cognition, mood, emotional regulation, perception or memory that may seriously
impair the individual's judgement, insight,
behaviour, communication or
social functioning.»
to treat, by means of psychotherapy technique delivered through a therapeutic relationship, an individual's serious disorder of thought, cognition, mood, emotional regulation, perception or memory that may seriously
impair the individual's judgement, insight,
behaviour, communication or
social functioning.»
Characteristics and
behaviours associated with emotional disturbance and / or behavioural problems may include: aggressive or anti-
social behaviour; inattentiveness; distractibility and impulsiveness;
impaired social interactions; a general inability to cope with the routine of daily tasks; obsessive and repetitive
behaviours; attention - seeking
behaviours such as negative interactions or a poor attitude towards work, peers or teachers; and depressed
behaviours such as withdrawal, anxiety and mood swings.
ASD
impairs social communication and manifests with restricted and repetitive
behaviours and interests, and also often includes sensory sensitivities.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive
behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre
behaviour in the classroom, high teacher ratings of dissociative
behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated
social and behavioural difficulties in class, low mathematics attainment, and
impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant
social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.