Narrative therapy: a whole-school approach within a specialist residential school for young people on the autism spectrum / Emma RIXON in Good Autism Practice - GAP, 12-1 (May 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-1 (May 2011) . - p.64-74 Titre : Narrative therapy: a whole-school approach within a specialist residential school for young people on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Emma RIXON, Auteur ; Sheila JAEGER, Auteur Année de publication : 2011 Article en page(s) : p.64-74 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children and young people on the autism spectrum often have difficulty in describing and recounting events that they have experienced or stories they have heard or read. Being able to telling stories to others is viewed as a key skill in taking part in conversations and in forming and maintaining social relationships. This paper describes the use of narrative therapy developed by Catherall (1998) to develop these skills with students on the autism spectrum. They attend a residential school and one of the specialist speech and language therapists (ER) and the Principal of the school (SJ) argue the importance of using this across ail settings and with parents and carers to optimise its effects and value. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Narrative therapy: a whole-school approach within a specialist residential school for young people on the autism spectrum [Texte imprimé et/ou numérique] / Emma RIXON, Auteur ; Sheila JAEGER, Auteur . - 2011 . - p.64-74. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-1 (May 2011) . - p.64-74 Index. décimale : PER Périodiques Résumé : Children and young people on the autism spectrum often have difficulty in describing and recounting events that they have experienced or stories they have heard or read. Being able to telling stories to others is viewed as a key skill in taking part in conversations and in forming and maintaining social relationships. This paper describes the use of narrative therapy developed by Catherall (1998) to develop these skills with students on the autism spectrum. They attend a residential school and one of the specialist speech and language therapists (ER) and the Principal of the school (SJ) argue the importance of using this across ail settings and with parents and carers to optimise its effects and value. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

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