BOOK
The Parents' Practical Guide to Resilience for Children aged 2-10 on the Autism Spectrum
Jeanette Purkis | Emma Goodall
(2017)
Additional Information
Book Details
Abstract
Children and young people with autism have the capacity to be independent and resilient which can help them live independently or be supported to live a fulfilling life and reach their full potential.
This book empowers parents of autistic children aged two to ten to help them promote resilience in their child. Full of suggestions and simple activities, this easy-to-use resource will help guide parents on how to build the foundations of resilience and independence for situations such as school, new environments and relationships with other children. It includes information about the main developmental stages for children on the autism spectrum, and will take parents through life events and milestones at different ages and identify where difficulties and barriers to resilience may arise and how to address them.
Purkis and Goodall have written this book right from their hearts and reading it is like a breath of fresh air. The book explains in detail how by nurturing those all important roots of resilience we can create essential supports to empower children on the Autism Spectrum. I love this book and would not hesitate to recommend it.
Adele Devine, Special Needs teacher, author and co founder of the multi award winning SEN Assist autism software
Jeanette Purkis has a lived experience of autism and is also the author of a number of books looking at aspects of autism. She works full-time in the Australian Public Service.
Dr Emma Goodall has Asperger's syndrome and has professional experience of mental health services. The author of a number of books looking at aspects of autism, Emma is a Senior Autism Advisor in South Australia.
This book offers many different practical strategies and activities to promote resilience in children with autism. Every parent should read this book.
Peter Vermeulen, PhD. Autisme Centraal, Belgium
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| The Parents' Practical Guide to Resilience for Children aged 2-10 on the Autism Spectrum by Jeanette Purkis and Dr Emma Goodall | 3 | ||
| Introduction | 11 | ||
| Chapter 1. Resilience and Autistic Children: An Overview | 15 | ||
| What is resilience? | 15 | ||
| What impedes resilience? | 16 | ||
| Why do autistic children need resilience? | 19 | ||
| How can resilience change your child’s life for the better? | 20 | ||
| How does a person acquire resilience? | 21 | ||
| What challenges to resilience do autistic children tend to face? | 22 | ||
| Laying the foundations of resilience and independence for autistic children | 24 | ||
| Deficits thinking and self-confidence | 27 | ||
| Understanding behaviours | 29 | ||
| exercise – Stimming | 30 | ||
| The value of teaching resilience early | 32 | ||
| Successfully conveying concepts around resilience to children | 33 | ||
| Building self-confidence and self-esteem in young children on the spectrum | 35 | ||
| Impacts of resilience on schooling and social interaction | 39 | ||
| Controlled challenges and supported risks | 40 | ||
| Chapter 2. Common Characteristics of Autistic Children between Ages Two and Seven | 43 | ||
| Early childhood diagnosis | 43 | ||
| Telling young children about their diagnosis | 44 | ||
| Explaining the process of assessment to children | 46 | ||
| Talking to school/childcare about diagnosis | 47 | ||
| Chapter 3. What Are Some Common Challenges for Young Children on the Autism Spectrum? | 49 | ||
| Communication differences | 50 | ||
| Social issues at school/childcare | 51 | ||
| Anxiety | 52 | ||
| Frustration | 53 | ||
| Protective factors and risk factors for young autistic children | 55 | ||
| Navigating available services | 58 | ||
| Types of support or resource | 59 | ||
| Autistic peer group/peer mentoring | 60 | ||
| What does resilience look like in a young child on the autism spectrum? | 61 | ||
| Chapter 4. Life Events for Young Autistic Children | 62 | ||
| Trying new foods | 62 | ||
| Preferred outcomes: a child who is relaxed and confident around food | 65 | ||
| Activities around eating new foods | 65 | ||
| Going to a new environment | 68 | ||
| Preferred outcomes around going to a new environment | 69 | ||
| Activities around going to a new environment | 70 | ||
| Preferred outcomes: Your child is able to visit relatives without huge amounts of stress for them or you | 71 | ||
| Activities to build resilience for visiting relatives | 72 | ||
| Spending time with adults other than parents | 75 | ||
| Meeting other children | 79 | ||
| Preferred outcomes: Your child is comfortable in themselves around other children | 80 | ||
| Starting childcare/kindergarten/primary school | 82 | ||
| Having a new sibling | 89 | ||
| Activities to prepare your child to cope well and be resilient about having a new sibling | 91 | ||
| Managing being told ‘No!’ | 94 | ||
| Activities around stating limits and saying ‘No!’ | 96 | ||
| Sharing with others and taking turns | 97 | ||
| Activities around sharing and taking turns | 100 | ||
| Travelling long distance | 108 | ||
| Meeting a new pet | 114 | ||
| Activities around welcoming a new pet | 116 | ||
| Going to the doctors/hospital | 119 | ||
| Activities around going to the doctor | 121 | ||
| Going to the dentist | 122 | ||
| Activities to build resilience around dental care | 124 | ||
| Learning new motor skills – putting on clothes and shoes | 126 | ||
| Activities around putting on clothes and shoes | 127 | ||
| References | 130 | ||
| Chapter 5. Common Issues for Autistic Children and Their Families between Ages seven and Ten | 131 | ||
| Introduction | 131 | ||
| Getting and understanding a diagnosis in childhood | 132 | ||
| Activities to explore difference and autism positively | 133 | ||
| Building self-confidence and self‑esteem for autistic children is a core building block for resilience | 138 | ||
| Activities to build your child’s self-confidence | 139 | ||
| Autistic role models for children and parents | 144 | ||
| Who can be role models? | 144 | ||
| Creating an autistic peer group for your child | 145 | ||
| Differences between home and school | 147 | ||
| Communicating issues at home to the school | 149 | ||
| Activities to build school resilience | 151 | ||
| What does resilience look like at this life stage? | 152 | ||
| What impedes resilience at this life stage? | 152 | ||
| What are protective factors for resilience and how do you instil them in your child? | 154 | ||
| Chapter 6. Life Events for Autistic Children Ages Seven to Ten | 158 | ||
| Changes at school – of teacher/class/classroom | 158 | ||
| Activities around change and understanding what is happening next | 160 | ||
| School expectations – acquiring new skills | 162 | ||
| Activities to enhance school resilience | 164 | ||
| Social interactions in school | 165 | ||
| Social interactions outside of school (i.e. play dates and parties) | 166 | ||
| Activities to build resilience for social events outside of school | 168 | ||
| Sleepovers | 169 | ||
| Activities to build resilience for sleepovers | 171 | ||
| Going on school camp | 172 | ||
| Activities to build resilience about school camp | 173 | ||
| Dealing with major disappointment | 175 | ||
| Activities to support your child to resiliently manage disappointment | 175 | ||
| Losing a game | 176 | ||
| Activities to build resilience with losing | 178 | ||
| Responding resiliently to bullying | 179 | ||
| Activities to help your child respond resiliently to bullying | 182 | ||
| Going to restaurants and cafés | 183 | ||
| Activities to build resilience around going to restaurants and cafés | 185 | ||
| Chapter 7. Failing Successfully | 187 | ||
| Why failing well is a vital skill | 187 | ||
| Failure and mistakes are inevitable | 188 | ||
| Making failure useful | 188 | ||
| The value of successful failure in childhood | 189 | ||
| What does successful failure look like in autistic kids? | 190 | ||
| Challenges for autistic children around failing | 192 | ||
| Impacts of not doing failure well | 192 | ||
| How to teach autistic children to fail successfully | 193 | ||
| Talking to your child about successful failure | 194 | ||
| Building self-esteem and self-confidence for autistic children | 196 | ||
| What does self-esteem look like? | 197 | ||
| Challenges to self-esteem for autistic children | 198 | ||
| What does self-esteem look like in Different Age groups? | 199 | ||
| Protective factors for self-esteem | 200 | ||
| Useful Resources for Parents of Autistic Children | 201 | ||
| Index | 206 | ||
| Blank Page |