Language : en Publisher by : ..

This means that I have experienced all the models within the NLP model that I coach whilst I was training or since and I know how they can make the difference that makes the difference to my life when I acknowledge there are other meanings to those I create and I choose what meaninings I want to believe, choose my communicating and remember that the way I communicate to myself creates my behaviour. As an individual, a PArent Carer, wife, daughter, sister and NLP Master coach, I can appreciate how amazing using NLP can be for you too! My daughter can tell me how useful she finds it now and I can relay her experiences of using NLP to those of you who also have autism but remember her map is not your map and you will have your own positive experience of NLP when you experience using it for yourself....

Facilitated communication & autism - Positive Partnerships
Photo provided by Flickr

What started, for me, as an idea for an ideal tool to use with Parents and Carers primarily, transformed into an exciting new way to live my life, help my family and to explore and discover the reality of the world of those living with autism and support them to be better understood and achieve their potential and aspirations in life. The attitude, methodology, models of excellence and presuppostions of NLP seem perfect for a positive, forward thinking, resource creating a Life Coaching Model and Tool.

About autism; Parents & carers; ..

There is a chance that the facilitator might be responding to their own beliefs about what ..
Photo provided by Flickr

Attachment in children is often assessed using the Strange Situation developed by Mary Ainsworth and colleagues (1978); where the child’s attachment behaviour can be observed between the ages of 12 and 21 months. In a laboratory playroom the child is confronted with a stranger and two short separations from the caregiver (once with and once without the stranger present). The child’s behaviour upon reunion with the caregiver is rated on proximity seeking, contact maintaining, avoidance and resistance. On the basis of these, the child is assigned an attachment classification. In a meta-analytic review of the literature Rutgers et al. (2004) also highlighted the importance of attachment in pervasive developmental disorders such as autism. Rutgers suggested that although pervasive developmental disorders may alter the behavioural patterns that express attachment security (Rogers et al., 1993) they do not seem to preclude the development of secure attachment relationships. Therefore, the difficulties experienced by those diagnosed as having autism (i.e. social iteration) may make it difficult for secure attachments to be established with caregivers, but this does not mean they are not possible.