Cognitive-behavioural therapy

We become MAN thanks to other MAN– Tribal Proverb

Who takes charge of it? How does it help children?

This is an intervention conducted by a specially trained therapist (pedagogist, neuropsychomotor therapist and educator), carried out in three possible contexts: in Cooperative, at school and at home.

The intervention is activated with the aim of supporting children with disabilities and autistic spectrum disorders in their evolutionary path; to encourage the expression, full development and generalisation of their potential in different life contexts.

The ultimate goals are the quality of life of the child and his/her participation and integration in the various life contexts.

In order for this to be possible, it is necessary to collaborate with all those involved in the child’s growth path, first and foremost with parents and teachers, in order to make significant psychoeducational alliances with them.

In the context of a cognitive cognitive behavioural psychoeducational treatment, we also take care of any evolutionary criticality, including the presence of problematic behaviours, in an attempt to identify, together with the other stakeholders involved, possible functional strategies to respond to the most “urgent” needs of the child and his or her family.

β€œIn order to achieve the maximum possible effectiveness of these factors, the main tool is education: an education that allows to increase skills, skills, sense and self-esteem, mastery and success in all the people involved. ….. Therefore, in conditions for which a single and certainly unambiguous remedy does not exist, we are not giving up at all, but we are clearly and decisively aiming at improving the quality of life…”(E. Micheli)

To this end, specific tools borrowed from cognitive behavioural psychology are used: evaluation tests, alternative augmentative communication programs, programmes for cognitive competence enhancement, behavioural self-control and specific techniques for gradual, predictable and structured learning.
Initially, the therapist makes contact with parents, teachers, clinical referent and other therapists to gather information necessary to understand the needs of the child, parents and other stakeholders involved. It will maintain regular relations with everyone during the course of the intervention.

Subsequently, observation meetings with the child are planned to understand their needs and identify intervention objectives (including through the administration of specific assessment tests). If necessary, it can supplement these meetings with psychoeducational observations in school and home settings.

The path ends with a return (accompanied by a written document) in which are made explicit: needs/criticality detected during the observation, intervention objectives, strategies and interventions that can be activated in the study, in school and home, indication of useful tools for this purpose, timing of verification.

As part of the cognitive-behavioural treatment pathway, the therapist will be able to intervene with specific enhancement programmes in the following areas of development, integrating his intervention with that of other professionals: perception, imitation, cognitive skills, manual oculus coordination and fine traction, social skills, communication, autonomies, pre-requisites/school learning, possible problematic behaviours.

 

How many interventions will be activated?

The therapist agrees with parents and teachers on both the duration of the project and the number and weekly frequency of interventions as needed. Regular follow-up meetings with parents and teachers are also planned.

 

How can parents help their child?

The therapist is ready to meet parents to show them strategies, tools and methods of mediation appropriate to respond to the educational, training and developmental needs of their child and to address any emerging problems.

 

How can teachers support the student?

The therapist will be available to meet teachers to show them strategies, tools and intervention methods appropriate to respond to the student’s educational, training and evolutionary needs and to address any emerging critical issues.

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