An example:

The members of an interdisciplinary team working with an autistic child come together to discuss their various perceptions and observations. They consider the developmental tasks at hand and use their collective knowledge and expertise to form a shared approach towards the child’s current needs: out of this, relevant and specific interventions can then be developed.

However, the widely differing needs of young children with autism spectrum disorder can raise complex questions, to which there seem to be few if any clear or straightforward answers. 

• Should repetitive and stereotypical behaviours be stopped, ignored or possibly even be used to engage with the child in the relationship?
• Why does the child always bite into all children’s books and why do they have a temper tantrum whenever one tries to read the book to them?
• How can we understand certain aggressive behaviours towards self or others and how should we deal with excessive screaming in a group context?
• Should I try to initiate direct eye contact or rather avoid doing so?

When easy answers seem sparse and the process stalls – I am very happy to join you in an advisory capacity.

The theory behind my approach:

Children on the autism spectrum frequently experience a lack of orientation, deep insecurities and immense fears, specifically during difficult transitions or in unknown and unexpected situations. The paralysing uncertainty that can sometimes be felt in and around helper systems often mirrors aspects of these subjective experiences of the child.

Through the systemic analytic double-lens some of the reciprocal effects between the child and the team can be observed and decoded. Additionally, the approach can help in identifying, analysing and better understanding intra-psychological factors of the child’s autism specific sensory perception and associated problems that might have developed over the course of time.

Gaining an in-depth understanding of the current developmental processes at hand,  often empowers the helping system to regain a more self-assured position and to meet challenges and insecurities with renewed confidence and strengthened self-efficacy.

In my experience, this almost always has a positive and reassuring effect on the child. Often it also helps in formulating suitable and fitting interventions that can then be implemented jointly by all professionals who are involved with helping the autistic child.