Problems communicating? Does your child experience meltdowns when they can't express themselves? Love to take away the pain of frustration? Well, now you can. Become a Power Parent and teach your child the 3 SIMPLE METHODS to help them overcome barriers in social and communication. Quickly and easily. Empower your family and watch your child thrive today!
Using simple, hand crafted and specially re-written Cognitive Behavioural Therapy methods, I will personally guide you through to shifting your child's mindset in social skills through simple role play and games.
This course is ideal for the parents of children on the autistic spectrum who want to develop their child's social and communication skills to a level of confidence, independence and ability for the outside world. Children will benefit the most who are 11 years old or above and who are facing a transitional period in their lives which may involve moving from primary to secondary school to college or to work. This course is designed for both parent(s) and child to take part and learn together.
This course works using key four primary methods of developing skills quickly and effectively in Cognitive Behavioural Therapy.
It is these factors which have been used successfully in Cognitive Psychology for over 50 years. Students will learn basic terminology used in CBT easily in this course.
The course illustrates the usage of CBT in the past with mental conditions and cognitive barriers using easy to follow videos, short reading material and exercises tailored to enable the learning experience of both child and parent fun and entertaining.
To work straight through this course one module another, will take approx 2hours. However, it is encouraged that exercises are practised more than once and regular for maximum results. Each friendly and informal video is designed to guide the family along the path thoroughly before each exercise.
Using tried and tested methods long used in CBT, Michelle Hatcher; a CBT Therapist, brings together her very personal slant on these methods, her clients and her own Autistic son have benefited from over the last 15 years.
You can find the official course handbook on Amazon 'UNLEASH THE POSITIVE MIND'
As this is a course which doesn’t require any written work to be submitted by you, you can work through this course as slowly or as quickly as you like. This course is all about you and your child and the world around you, as you both see it. You will find the exercises fun and easy to do as they focus on the things that are important to you both in your lives.
You will find after some of the sections, a short quiz which will help you develop your skills further. There are no hard and fast answers to the questions. They are merely to help you expand your understanding of the methods and general knowledge of CBT.
It is important to remember that no two Autism traits are the same in two people just as no two people are the same, so you will need to use your own initiative when assessing your child’s current strengths and abilities to negotiate your way through this course.
You will be the teacher during and at the end of the course for your child. This course is to help you explore your child's potential in order for them to master hidden social and communication skills. You will find this experience rewarding and perhaps even a miracle.
Guide you child effectively and they can achieve anything. This course will show you how to start this life changing process off.
This article will help you understand why we use CBT with Autism further. At this stage, it is a good idea to ask yourself what you would personally like to achieve from this course. Are there any things you are worried about? Things that you feel you won't be able to do, and more importantly, are there things you fear your child won't be able to do? Are there any things that you child is capable of doing? What are their stengths?
As people with Autism, young and old tend to have a thought process which does not allow them to think logically, CBT can widely encourage them to understand firstly why they think they way they do and secondly, how they can change the negative thought process when they think they've done something wrong. This adds to the stress levels often felt at high degrees in Autism. The isolation can be very intense. Feeling cut off from the rest of the world for being different only adds to the anxiety. In this video, we talk about this is more depth.
Schemas are grouped pieces of information the brain can access quickly to understand a specific event or situation. For example, we may have a preconceived idea of what someone is like simply by the way they dress, how they talk or where they come from. A schema that may dictate to us that a person will be very nice because we already have an understanding that people who we group into the same category are nice too. Chances are this person will be nice also.
Schemas work on a variety of levels. Our brains group together a series of data which it calls upon to understand an environment, ourselves as people and events. For example, you will know that when you go to a restaurant, you wait to be seated at a table, ask for the menu, choose your meal and your drinks and so on. The reason why you know this information about restaurants is because your brain has a schema that tells it how to behave.
We have different schemas which provide our brain with different pieces of information depending on the environment. For example, there are role schemas (which tells us about social occupations of certain people when we see say, uniforms; soldier, policeman and so on.) There are also social schemas which we use to define events. These can related to anything from what to do when we go to the dentist to seeing a news item of war or protest through media like television. We adapt what we see, feel and experience into an understanding of the event.
Of course, we have schemas which define how we feel about other cultures and backgrounds different to our own. In this aspect, the schemas we sometimes have can be based on negative experiences. This can be associated with the anger and frustration people feel against racism, segregation, prejudice and in some parts of the world; religion.
So how does this sit with Autism?
Our brains all work in the same way. In other words, your child’s brain still has schemas for different things, such as eating dinner, getting dressed, going to school and so on. These schemas are defined by previous information of a situation or a memory of a similar event. With Autism, the brain can sometimes not know what is expected of it when faced with a situation where it feels anxious, stressed or confused. When it feels like this, this may be when your child expresses an unusual behaviour. What other people might find surprising is how the child is reacting. This is because they have their own schemas that tell them this behaviour doesn’t fit with their own understanding.
There is a reason why sometimes people don’t re-adjust their schemas more appropriately. It is because they are triggered by automatic thought. This was one of the elements of CBT which Beck recognised as being a factor in depression, anxiety and stress related conditions. The key is to interrupt the automatic thought and all the brain to connect to the schema a new thought, or a new piece of the puzzle. The essential part of this exercise is to use repetition. Once the piece has been ‘fixed’ into place, then they will be able to adapt to the new schema.
This has been highly successful with my own son who has used these new ideas for social and communication skills. It has also been very helpful for stressful situations such as hospital appointments, dentist appointments and exams at school.
In this video we are going to cover the first exercise in this course;
You and your child are going to do some role play! Are you ready? You can do this any time you wish and what time of day suits your child. Don't forget that practice makes perfect so you will need to regularly do these exercises as and when you want to. Once won't be enough but the more you do, the easier they will become.
In schemas, we now know that they hold the key to the way we communicate and behave in certain situations.
In this exercise, the aim is to establish what your child already knows about how to behave when in certain environments. For example, ask your child what to do when you go to the dentist. Ask your child to recite what they do;
1; Go into the surgery
2; Say hello to the dentist and their assistant.
3; Sit in the chair, head back and mouth open etc.
This information that your child recites to you has come from their own schema on ‘dentist.’ Think of another situation, for example; going to the supermarket, going to the doctors, going to a restaurant. You can use any other situation which your child encounters such as going to school first thing in the morning.
Once you have established three schemas or so, then move on to a social situation, such as going to someone’s house for tea. Make sure you ask your child about how that social interaction comes about. Did they call that friend to make a date? What was the conversation? How did the conversation start? Play the part of the friend to initiate a typical social environment, and don’t forget, have some fun here! You will find that you are also developing a stronger bond with your child when doing these exercises. The more you do, the more fun you will both have and the faster your child will learn that communication isn’t as stressful as they thought.
Now we understand how CBT helps us to interrupt the pattern of behaviour in Autism when it comes to social interaction. Let's stop for a moment and reflect on how CBT has provided us through the years with the basic platform of understanding how the mind works. It has taken many decades for professionals to realise the benefits of CBT with Autism.
At first, it was thought that linking Autism with such mental illnesses such as depression would have been completely wrong. Now, we understand that the mind works on the same principle in both conditions. So what we have needed to do is take what we've learned from treating depression and apply factors of this treatment to Autism thus enabling better social and communication skills. These communication abilities work not only with our interaction with the outside world but with the conversation we have with ourselves - a vital ingredient when coping with stress and depression - both which are common in people with Autism throughout life.
What is it like to have Autism? In which way do we see the world when we have Autism? In this video, we discuss the social issues of Autism and why people can often be up against social exclusion through no fault of their own simply by reading the wrong signals. This of course is enhanced yet further in adulthood when the social 'rules' change again. In an ever changing world which demands flexibility and risk, the Autistic person sees only hostility and isolation. This video explores this in more depth and how we can go about shifting the thought process.
In this video, we look more carefully at how we link thoughts, emotions and behaviours together. In this process we can identify easily the triggers of behaviour. We can use the ABC Model to break down the thought process and thus stop the unwanted behaviour. This an also be helpful with finger flicking, rocking, swinging and spinning and any other anxiety driven behaviour. However, there is an argument that sugests that it can be disruptive to take these sensory behaviours away from a child. You, as their parent and carer, will need to determine whether your child is expressing these behaviours as a form of heightened stress or an expression of happiness. If it is the latter, then as a therapist, I would advise to leave these behaviours and concentrate on more adverse behaviours such as running away from a siutation or hurting themselves or others. In other words, any behaviour where there is an element of danger needs to be carefully given attention to.
In this handout we summerise ABC Model and give an example to help you.
In this article, we discuss in brief, what the Tic Toc process is and which also give list of examples of these where we can shift a negative thought to a positive one, using this method.
Born in 1972 in Surrey, Michelle wrote initially for the Outreach Wimbledon Theatre in London entering a young playwright's competition and winning whilst still in her teens. However, despite working as a journalist for almost ten years for a Canadian based television and media company, yet she didn't write her first book until 2014.
After her son, Jon was diagnosed with Autism in 2011, she became very curious about the disorder and other learning difficulties, about how we could live with them more effectively.
Studying Child Psychology as a result, she becoming a certified Life Coach, Cognitive Behavioural Therapist and then flew 8,000 miles to America to become an award winning Neuro Linguistic Programming Practitioner.
She discovered the benefits of CBT and NLP as well as developing her own strategies for supporting and encouraging her son, but found that these on their own weren't enough. The key to better opportunities for children on the spectrum is their own self-belief. In her course, she reveals the secret formula which has seen her son, Jon go from non-verbal, to attending mainstream school and taking his final exams at the age of only 14.
Michelle is a firm believer in the power of connection when treating the traits of Autism. She has adapted her studies to compliment this firm value. She believes that to be a good parent to an ASD child, you need to be a friend, and possibly their best one to achieve the greatest results. Her extraordinary autobiography 'How To Turn Your Child's Autism Around And Save Money' can be found on Amazon for either print ot download.