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悉尼代写价格:自闭症儿童

悉尼代写价格:自闭症儿童

莎丽首先被诊断为自闭症,以及由于她的远程态度,她的不稳定的行为,她在社会交往中的明显的困难和她的强迫习惯,严重的情感上的不安。只有当性虐待被揭露时,她才被认定为患有创伤后应激障碍。

在学校的行为计划是为她建立的,涉及明确的界限,严格的程序,并帮助她建立了一种自主性和信任感。莎丽经常很不安,她会伤害自己,经常把头撞在墙上。它需要两个大人抱着她,以防止她受伤自己。不可避免的,这是由经验丰富的莎丽作为被虐待她的人,增加自己的痛苦和她的助手。莎丽的给予帮助,经常失控的反应,引导她把她所有的衣服,跑去把她的头上厕所,而冲。莎丽洗她的手,她身体的其余部分直到她的皮肤出血性。对于莎丽留在学校,一一在一个支持系统,在任何时候都需要。莎丽很难信任人,和害怕的男人和狗,这往往会导致正常外出在公共场所因为它会引发尖叫和恐慌难。

莎丽接受了个人的心理治疗,年龄7到9岁,但这是短的,当莎丽的母亲不能带她的女儿有定期。从7岁开始,直到她14岁,莎丽每周接受个别音乐治疗,最初持续30分钟,从第四年的治疗,增加到40分钟。的obly原因莎丽继续与这些会议是因为她学习的导师,把她带到这些会议。莎丽不能使用她的每周音乐治疗课程的方式,她没有,如果她没有每天15分钟的会议与她的学习导师在每一个学校日结束。然而,莎丽的母亲是谨慎的会议与专业人士,但在莎丽的学习导师的支持下,逐渐变得更加信任和会见了音乐治疗师

悉尼代写价格:自闭症儿童

Sally was first diagnosed with autism as well as being severely emotionally disturbed because of her remote manner, her volatile behavior, her marked difficulties in social interaction and her obsessive-compulsive habits. Only when the sexual abuse was revealed was she recognized as suffering from Post-traumatic stress disorder.

At school behavioral programmes was set up for her, involving clear boundaries, with strict routines and helped her built a sense of autonomy and trust. Sally was often so disturbed that she would harm herself, often banging her head against a wall. It required two adults to hold her to prevent her from injuring herself. Inevitably, this was experienced by Sally as being overpowered by her abusers, increasing her own distress and that of her helpers. Sally’s response to being given help often spiraled out of control, leading her to taking off all her clothes, and running to put her head down the toilet, while flushing it. Sally was obsessive about washing her hands and the rest of her body until her skin bled. For Sally to remain in school, a one on one support system was required at all times. Sally had difficulty trusting people, and was scared of men and dogs, these often lead to normal outings in public places being difficult since it would trigger screaming and panic.

Sally received individual psychotherapy form age 7 to 9 years old but this was cut short when Sally’s mother was unable to take her daughter there regularly. From the age 7 until she was 14 years old, Sally received individual music therapy once weekly, initially lasting 30 minutes and, from the 4th year of therapy, increasing to 40 minutes. The obly reason Sally continued with these sessions was because her learning mentor brought her to these sessions. Sally could not have used her weekly music therapy sessions the way she did if she did not have the daily 15 minutes session with her learning mentor at the end of each school day. Sally’s mother however was wary of meetings with professionals but, with the support of Sally’s learning mentor, gradually became more trusting and met with the music therapist

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