DL_What is doing today psychoanalysis with autism.
Autism treatment from psychoanalysis part of the experience of the threatening / invasion that the autism has in relation to the other. Thus, it is not from the consideration that is a subject misfit we must normalize their behaviour, via a tax-learning, but a way that the autistic subject opens in a favourable context, a context that will host the interests he outlines by strangers or insignificants they may seem in the eyes of a standard curriculum.
The approach in working with autistic subjects, the Lacanian psychoanalyse arises, for each particular case:
- How to approach as a therapist, educator or teacher: with a game, a song, silence ...?
- What would be more appropriate in an institutional framework: schedules for all, with thematic spaces that regulatory limits ...?
- With who else he agrees a minimum of relationship? With another who is playing with others, with another soft voice, or shakes his hand, or having fun?
- What disturbs form the other or can not hold: the noise, clutter, the objects within a box, somebody take away a toy, not be allowed to enter with hat ...?
- What makes development of spatial and temporal coordinates? Does routes, always occupies the same box, and out of spaces where others are playing ...? Consent to the end of the activity, the lunch break, entry or exit of a person from a room, experiment with heights ...?
We'll talk here of a particular institutional practice: game workshops organized by TEADir, an association of parents of individuals with ASD diagnosis. It is a job that part of the practice, experience, and not of an ideal globalizing assumptions. From the meetings of a plural team, where there is not a single reference person for the child and a framework where the intervening different act accordingly to how the child is in the workshop, track of each case is made: what sketches interaction, what disturbs, what seems to be interested, what other approach consent … this respect the child but for the adult it is working if something distress to a team member, arises in that line be more attentive, what parents bring, what interventions do with parents ...
Team members will be aware of the uniqueness of each child:
A child consent to the other's voice through a song, other will be together like may enter the game, another will bring him an object and have to wait if the child will be interested in more objects or for including in a dynamic that is occurring in the workshop, etc.
The possibilities of how the child comes to relate to the other are not predetermined are particular to each subject and also evolve in particular.
The role of adults holding workshops is to be attentive to adapt to the discoveries, modes of relationship the child consents or propose. This is what is to mold the institution to create a context of possibility of link.
Gradually, the game will be more complex, the range of words used to expand ... a slow way, but that focuses on respect for individuality, to the times of each; which presupposes a subject capable of bringing out some particular desire to hold it and provide the social bond.
Cristina Andrés