Article Type : Review Article
Authors : Tomasello L and Ranno M
Keywords : Family; Children with autism; Social inclusion
The birth of a child with autism spectrum disorders represents an inevitable alteration of the family system. For years the family of the autistic person has been the subject of accusations, in particular mothers were blamed as the cause of children’s autism. The arrival of an autistic child, requires energy from the parental figures, goes to destabilize the balance of the couple, depriving themselves of the rights of autonomous happiness. The family must be seen as a resource in the construction of the intervention project, in fact it must not only be informed but actively involved so that the interventions agree and do not dissociate. The aim of this paper is to review the autism spectrum disorder within the family system. We aim to provide an analysis of the emotional response to the communication of diagnosis and family response strategies, in the face of the traumatic event. In addition, support for the family system, which aims to promote inclusion, through different forms of support, thanks to which it can take on a role of partnership within the educational-rehabilitation of the autistic person.
The
word "autism" comes from the Greek "autus" which means
"himself" was introduced in 1908 by well-known Swiss psychiatrist,
with this term he referred to a social retreat, the cause of which was
attributed to schizophrenia. Eugen
Bleuer, Only in the 1940s, innovative contributions were made by Leo Kanner
(1943) [1] and Hans Asperger (1944) [2], who conducted a series of studies on
children , with common characteristics, the play and relationships of these
children observed, They were solitary, difficult to bond, with a tendency to
isolation. The language, acquired later than the evolutionary age and
characterized by echolalie and sounds, also presented motor stereotypes and
manifestations of behavioural crisis, in the absence of rituals. Initially
schizophrenia was associated with autism, Kanner found, of the common
characteristics present in the parents of children, were educated people with
good social and economic success, but in the interaction with their children,
showed a detached attitude and for several years, it was believed that the
basis of autism was a lack of parent-child relationship. Hans Asperger was
considered the second most important pioneer, in this area, made a contribution
to the independent diagnosis of autism. Asperger, like Kenner , observed a
group of four children in particular examining aspects related to communication
and despite the language had been acquired in the stages envisaged by the
development, These children spent a lot of time talking about one topic,
nonverbal language was not always consistent, facial expressions were limited,
and sometimes gestures were awkward. These children had a difficult time
following socially shared rules, but showed a high level of competence in
activities where memory tasks were required. Asperger believed that the special
characteristics of his children could not fully manifest themselves in early
childhood, since social relations are only available when the possibility of
interaction in social groups is greater [3].
This
element differs from the thought of Kanner, who stresses that autism in young
children appears from birth. Asperger never said that the symptoms he
identified did not appear at birth, but Kanner needed to point it out, this
fact may indicate that the latter subjects (those studied by Kenner 1943) had
obvious characteristics at a very early stage, compared to children observed by
Asperger (1944). After the work of Kanner and Asperger, interest in autism
increased, for a long time parents were accused of the condition of their
children and the work of psychoanalyst Bruno Bettelheim who developed the
metaphor of the empty fortress, has played a very important role in this story.
According to the author, the cause of autism lies in the mother’s attitude: too
indifferent and insensitive to the needs of the child. These "refrigerator
moms" give children the idea that they cannot affect the world around
them, forcing them to retreat to an empty fortress [4]. Faced with the child’s
attitude of withdrawal, the mother developed a further pathological response,
which she defined as a vicious circle, resulting in what Bettelheim called
"chronic autism", which she believes can be cured by separating the
child from the parent. Bettelheim’s theory has long dominated the field of
science, and apparently produced a strong sense of guilt and pain among
parents; has also had a negative impact on the proposed intervention
hypothesis, because it focuses on the mother-child relationship rather than on
the characteristics of the individual child [5]. Since the 1980s, people have
gradually abandoned Bettelheim’s theory of psychogenesis and produced new
theories, Kolvin (1972) [6] and Rutter (1972) [7] began to study autism
independently of schizophrenia. In this framework, Rutter proposed a definition
of autism, the purpose of which is to refine the definition of Kanner, who had
advanced many years earlier: according to Rutter [6], symptoms must present at
an early stage, refer to social problems, to difficulties on communication (not
due to mental retardation in both cases), and there had to be the presence of
abnormal and rigid behaviours. Rutter’s proposal was very relevant and strongly
influenced the decision to include the category of "childhood autism"
[8] in DSM-III (1980) [9], calling it a generalized developmental disorder,
creating a special section in which autism can find space. The release of
DSM-III is a very important watershed, because for the first time the clinical
difference between schizophrenia and autism has been officially recognized, and
is characterized by the absence of psychotic symptoms, delusions and
hallucinations. A few years later, the publication of DSM-III-R (1987) [10]
brought further conceptual changes, first represented by its definition: no
longer alluded to autism with childhood autism but with autistic disorder,
allowing you to include within this condition not only very young children but
also older ones.
Definition and Characteristics of the Disorder
The
guidelines for autism of the Italian Society of Childhood and Adolescence
Neuropsychiatry (last updated February 2021) define autism as a behavioural
syndrome caused by a disorder of biologically determined development, which
occurs within the first three years of life, while in more severe cases,
symptoms are already evident between the 12 and the 24 months [11]. The areas
mainly affected by an altered development are those related to social
communication, mutual social interaction and functional and symbolic play [12].
The DSM V [13] introduces the new criteria for the diagnosis of Autism Spectrum
Disorder and the levels of, listed below in the table: severity The American
Psychiatric Association’s Diagnostic and Statistical Manual, Fifth Edition
(DSM-5) provides standardized criteria to help diagnose ASD.
Diagnostic Criteria for Autism Spectrum Disorder
To
meet diagnostic criteria for ASD according to DSM-5, a child must have
persistent deficits in each of three areas of social communication and
interaction (see A.1. through A.3. below) plus at least two of four types of
restricted, repetitive behaviours (see B.1. through B.4. below).
A. Persistent
deficits in social communication and social interaction across multiple
contexts, as manifested by the following, currently or by history (examples are
illustrative, not exhaustive; see text):
1. Deficits
in social-emotional reciprocity, ranging, for example, from abnormal social
approach and failure of normal back-and-forth conversation; to reduced sharing
of interests, emotions, or affect; to failure to initiate or respond to social
interactions.
2. Deficits
in nonverbal communicative behaviours used for social interaction, ranging, for
example, from poorly integrated verbal and nonverbal communication; to
abnormalities in eye contact and body language or deficits in understanding and
use of gestures; to a total lack of facial expressions and nonverbal
communication.
3. Deficits
in developing, maintaining, and understanding relationships, ranging, for
example, from difficulties adjusting behaviour to suit various social contexts;
to difficulties in sharing imaginative play or in making friends; to absence of
interest in peers.
Specify
current severity:
Severity
is based on social communication impairments and restricted, repetitive
patterns of behaviour. For either criterion, severity is described in 3 levels:
Level 3 – requires very substantial support, Level 2 – Requires substantial
support, and Level 1 – requires support.
B. Restricted,
repetitive patterns of behaviour, interests, or activities, as manifested by at
least two of the following, currently or by history (examples are illustrative,
not exhaustive; see text):
1. Stereotyped
or repetitive motor movements, use of objects, or speech (e.g., simple motor
stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic
phrases).
2. Insistence
on sameness, inflexible adherence to routines, or ritualized patterns of verbal
or nonverbal behaviour (e.g., extreme distress at small changes, difficulties
with transitions, rigid thinking patterns, greeting rituals, need to take same
route or eat same food every day).
3. Highly
restricted, fixated interests that are abnormal in intensity or focus (e.g.,
strong attachment to or preoccupation with unusual objects, excessively
circumscribed or perseverative interests).
4. Hyper-
or hyporeactivity to sensory input or unusual interest in sensory aspects of
the environment (e.g. apparent indifference to pain/temperature, adverse
response to specific sounds or textures, excessive smelling or touching of
objects, visual fascination with lights or movement).
Specify
current severity
Severity
is based on social communication impairments and restricted, repetitive
patterns of behaviour. For either criterion, severity is described in 3 levels:
Level 3 – requires very substantial support, Level 2 – Requires substantial
support, and Level 1 – requires support.
C.
Symptoms must be present in the early developmental period (but may not become
fully manifest until social demands exceed limited capacities, or may be masked
by learned strategies in later life).
D.
Symptoms cause clinically significant impairment in social, occupational, or
other important areas of current functioning.
E.
These disturbances are not better explained by intellectual disability
(intellectual developmental disorder) or global developmental delay.
Intellectual disability and autism spectrum disorder frequently co-occur; to
make comorbid diagnoses of autism spectrum disorder and intellectual
disability, social communication should be below that expected for general
developmental level.
Note:
Individuals with a well-established DSM-IV diagnosis of autistic disorder,
Asperger’s disorder, or pervasive developmental disorder not otherwise
specified should be given the diagnosis of autism spectrum disorder. Individuals
who have marked deficits in social communication, but whose symptoms do not
otherwise meet criteria for autism spectrum disorder, should be evaluated for
social (pragmatic) communication disorder.
Specify
if:
With
or without accompanying intellectual impairment with or without accompanying
language impairment
Associated
with a known medical or genetic condition or environmental factor
(Coding note:
Use additional code to identify the associated medical or genetic condition.)
Associated
with another neurodevelopmental, mental, or behavioural disorder
(Coding note:
Use additional code[s] to identify the associated neurodevelopmental, mental,
or behavioural disorder[s].
With catatonia
(refer to the criteria for catatonia associated with another mental disorder)
(Coding note:
Use additional code 293.89 catatonia associated with autism spectrum disorder
to indicate the presence of the comorbid catatonia.)
It
is important to consider that some people may be below level 1, indicating a
need for mild support, which means that some of them may retain good function,
without support while maintaining the cognitive characteristics typical of the
syndrome. The individuals to whom reference is being made are those who have
had the greatest ability to adapt the peculiarities of their characteristics to
the environment. Despite this ability to adapt, these people may be so
uncomfortable that they need help because of their condition, which should not
be considered pathological (Table 1).
Table 1: Support levels of autism spectrum disorder.
Support level |
Social communication |
Restricted, repetitive behaviors |
Level 3 «Very substantial
support is needed» |
'Serious shortcomings in social, verbal and
non-verbal communication skills can lead to serious impairment of functions; very
limited initiative in social interaction and minimal responses to the
initiative of others. » |
Behavioural inflexibility, extreme difficulty in
facing change. Stress when rituals or routines are interjected; difficulty in
diverting the subject from his focus of interest, and when this happens, his
attention quickly returns to it. » |
Level 2 «Significant
support is needed» |
'Deficits focused on verbal and non-verbal social
communication skills; the social difficulties appear evident even with
support; limited initiative of social interactions and response to the
initiative of others reduced or abnormal. » |
«Behavioural inflexibility, difficulties in coping
with changes; Restricted/repetitive behaviors are sufficiently frequent to be
apparent to a random observer and if interrupted they cause stress or
frustration. » |
Level 1 «Support is needed» |
In the absence of support, deficits in social
communication cause considerable impediments that can be noticed. Difficulty
in initiating social interactions, and shows clear examples of atypical
responses or failure to others' initiatives. The individual may show little interest in
social interactions. » |
Behavioural inflexibility causes significant
interference in one or more contexts. Difficulty in moving from one activity
to another. Problems in organization and planning hinder independence. » |
Incidence and Prevalence
Autistic
behaviours are found in all populations of the world, so there would be no
clear ethnic or geographical prevalence. However, data on the incidence of
autism has undergone some very important changes. In the mid-1980s, it was
estimated that there were differences in the ratio of 4/6 autistic patients to
10,000 people, partly because of the geographical area in which the study was
conducted, and partly because of the method of observation. In the mid-1990s,
this number rose to 14/15 out of 10,000, recording an increase in autism cases,
but if we think that the study provided an estimate of 60% in the early 2000s,
this did not stop autism. It is estimated that worldwide about 1 in 100
children has autism [14]. This estimate represents an average figure, and
reported prevalence varies substantially across studies. Some well-controlled
studies have, however, reported figures that are substantially higher. The
prevalence of autism in many low- and middle-income countries is unknown. Of
course we want to know the cause and whether the main reason for the increase
in cases is attributable to the new definition of diagnostic criteria, a
greater attention to autism and its behaviour. There are no clear answers to
these questions, but autism as it is classified today is very different from
the definitions of the past, where the main focus was social isolation. Today
we are more attentive to a set of characteristics of behaviour and this has
allowed to diagnose a greater number of cases affecting the prevalence.
Etiopathogenesis
The
cause of autism is still under study. It is believed that a single cause cannot
be identified for all different forms of autism. There are evidence and studies
done that autism can be caused by a variety of physical factors that affect
brain development. Autism is the final common pathway of pathological
situations of various nature and probably with different etiology. From the
review of the literature, a high rate of heredity and a significant
relationship between monozygotic twins is evident: the risk of birth of another
autistic child is 20 times higher.
Despite these tests, the etiological path that leads to the development
of autism images remains unknown. The data generated by this research show a
strong heterogeneity and complexity of genetic etiology, and it is possible to
identify cellular or molecular pathways. However, only hypotheses about the
origin of the disease can be proposed, and deterministic factors about the
cause, are still unknown [15,16].
Family
The
first approach to the study of families of children with disabilities can be
considered "pathological". It can be summarized as follows: the
disability of the child represents the disability of the family. According to
this view, the disabled child is a stressor that has a negative and inevitable
impact on the family. The family is the pre-eminent social nucleus that
allocates the material and emotional resources that an individual needs to grow
in a healthy and balanced way. It takes care of vulnerable people, such as
minors, the elderly, the disabled, etc, for this it plays a fundamentally
active role in the care of needs.
Parents faced with disability: from
diagnosis to acceptance.
The
impression of a person is that there is no way out in the labyrinth, no sober
ability to face the situation that occurs at a specific moment, all love and
patience seem to be reduced to nothing. The birth of an autistic child is a
particularly delicate moment that involves the redefinition of the family
structure; it is an event characterized by the activation of a series of
processes, both individual and husband/wife systems that will allow adaptation
to this new condition [17]. You want to receive as much information as possible
at the time of your child’s diagnosis, even if they are unable to fully understand
or find such information unpleasant. Therefore, in this regard, a useful
reflection concerns the way in which the diagnosis must be communicated:
clarity and graduality seem to be the basic elements of attention to parents,
who naturally cannot avoid pain, but can accompany them on the path of hope
[18]. Even before his birth, future parents will establish together or
separately an idealized image of their child, based on the meaning of the event
and their needs and expectations [19]. Regardless of their preferences, for the
physical or other characteristics of their child, the important thing that they
want is that their child is born with good health. Once we know about the
diagnosis, regardless of how it was communicated, the emotional impact that
follows is naturally very strong. There may be different initial reactions from
parents, for this reason, in most cases, it takes quite a long time to deal
with the situation in its different aspects.
At
this moment they are catapulted into a reality, in which a late adaptation is
required with respect to birth, precisely because, unlike other disabilities,
it does not show up early, and that is why it is even more difficult. At this
stage some are hopeful and extremely motivated to help the child acquire skills
and this contributes to improving the climate in the family system. For others,
the acceptance of the diagnosis of autism of their child is a process that
develops gradually, passing through different stages, from the initial ones in
which shocks and guilt prevail, to the final ones of adaptation. The sense of
powerlessness they feel can lead them to use a number of defense mechanisms,
such as denial, to protect themselves from pain and to detach themselves
emotionally from the situation in which they found themselves. Such a refusal
in the face of diagnosis can also manifest resentment towards all those people
who express comments on the problems and abnormalities of behaviour of their
child, such as stereotypes and self-harming or aggressive attitudes that. Due
to the absence of an outward appearance of disability, they can arouse in
people more attention, provoking criticism towards parents, considered
responsible for that strong behaviour.
The
reaction of parents at this point is usually to condemn themselves forced to
self-isolation, because any contact with the social environment will seriously
jeopardize their self-esteem and sense of adequacy. These difficulties lead
some parents to assume an attitude of unconditional freedom to the child, fearing
that an imposition may be a cause of further detachment towards them. The
education of the autistic child, the management of his behaviours, can be the
cause of relational dysfunction within the parental couple, especially when
these, have diametrically opposite positions [20]. The parents of an autistic
child may adopt a tolerant or authoritarian attitude, according to the belief
that an authoritarian method is more appropriate for education. At the stage of
bargaining, the parent to deal with the disability of the child, accepting the
limitations due to the pathology, seeks reassurance in health professionals,
with whom he comes into contact, asks for information on the evolution of the
disease. If the bargaining has a positive side, will follow the acceptance
[17].
The Main Factors of Stress
The
birth of an autistic child causes parents anxieties, worries and especially
stress, which are not normally found when the child is neurotypical. Research
shows that the quality of life of these parents is significantly lower than
that of able-bodied children. Mario Farne (1999) [21] in his book
"stress", argues that it can be represented as a two-sided coin,
given the difference between eustress and distress.
Neustress
defines a beneficial response by the body, which even improves cognitive
performance. Distress: it is a cause of excessive physical and psychological
activation, which will be followed by a phase of adaptation and if this is not
activated, it will go to the phase of exhaustion, resulting in anxiety, psychic
and muscular tension, functional and subjective disorders. In families with an
autistic child, parents face many stressful events, it is difficult to
understand the problems of the child, due to the complexity of the syndrome
[17].
The
child, uses a different relational mode than that expected by the parents,
shows difficulty in eye contact, and the behaviour is of closure and
indifference to human interactions that can be perceived, at an early stage, as
a personal rejection of them, rather than a real inability of the child to
relate. Communication difficulties can become an important cause of stress for
parents, especially for a lack of understanding of what the child asks. Research (Konstantareas and Homatidis, 1989)
[22] found a difference between the two spouses, pointing out that for fathers
the most stressful symptom of the child is related to his difficulty of verbal
communication, for mothers are self-harming behaviours, hyperactivity and
inappropriate use of the body to produce more stress. Milgram and Atzil (1988)
believe that maternal stress is the result of failure in parental competence
[23].
The ideology of other children
Becoming
a parent is a difficult task: an adventure that is generally considered a
"privilege" by the outside world, but the real commitment and
responsibility required to do so is never mentioned. Educating your child to
cope with the various stages of his growth requires parents a constant
"rebirth", in this process parents must constantly change to appeal
to different skills, emotions and dynamics of relationship [24]. Where in the
family nucleus there are, in addition to an autistic child, also other
children, we often witness an attempt of idealization of the latter by the
parents. Therefore, implicitly asking the "non-aautistic children" to
compensate, more or less consciously, the wound inflicted by the birth of the
child with syndrome. Therefore, in response to the increasingly visible
difficulty of the child with a disability, which is certainly accentuated in
the growth from year to year, there is a need for parents to obtain
satisfactory and positive results from other children [17].
The
idealization that occurs is expressed in several ways, such as:
· emphasize
the qualities of healthy children, invest a lot of money on these qualities and
express them to the maximum;
· not
paying enough attention to the vulnerability of non-aautistic children,
considering him as the one who has less need of his brother;
· Not
pay attention to the true talent of their neurotypical children and cleverly
certain inheritances and qualities are attributed to them to compensate for
those that the other child cannot express.
It
also often happens that parents believe that the goals achieved by the autistic
child are positive, while those achieved by the able-bodied child, as something
taken for granted and that it is due, creating in the latter a strong sense of
frustration. At other times we witness, in terms of children, a full
idealization of self that parents have proposed in the educational and family
model. In fact, often, many siblings of autistic children or boys demonstrate a
high level of self-confidence, a high level of responsibility and a sense of
duty, a subtle propensity to take care of others and to understand what is preferable
or better for him than [17]. In this sense, the role that siblings play in the
family can be influenced, because they can be involved in the care of the
disabled brother or, which happens especially with older daughters, who have to
assume some responsibilities in the household, for example, which in normality
would be the duties of the mother. The disability of the child is an issue that
affects the whole family, and the modes of reaction of the same are multiple
and will in turn affect the development of the child. It seems, therefore,
that, after the arrival of the autistic child, a delicate but obvious
''distribution of parts' occurs, attributing to children who are not disabled,
often, a role halfway between the parental/adult and the autonomous child, that
does not need special attention [17].
Fear of the future
The
thing that most worries parents with an autistic child is the "after
us", that is, the moment when, after the death of the parents, the child
in question can be left without the support of people who can provide safe and
meaningful references. The expression reflects precisely the feelings of
concern and anguish for the future of their disabled children on the part of
families. The concept of responsibility for the future according to the
studies, contains in itself also that of reciprocity in the sense that caring
for the other cannot become an effort in solitude, but an evolution that brings
together other people who share this commitment, in fact at the legal level we
can say that to help this real concern of parents comes to the aid of Law No
112/2016, which gave rise to a new way of understanding the "after
us", stressing the importance of the disabled person. It is in line with
the provisions of the 2006 UN Convention on the Rights of Persons with
Disabilities: "In fact, the United Nations Convention requires that the
disabled person be considered no longer because of his or her limitations (ICDH
health model) or because of the relationship between these limitations and the
surrounding environment (ICF bio-psycho-social model), but for his being a
person and, therefore, like everyone, he has intrinsic rights, his own path of
life, to be developed, in conditions of equal opportunity with all others,
through the right supports and supports (model of human rights). Law n.
112/2016 is essentially divided into two parts of intervention, but with a
common objective: to promote the welfare, social inclusion and autonomy of
people with disabilities after the death of their parents [25]. A first part of
the law provides for a special National Fund, divided by the Regions according
to their regional programming, that allow the activation of measures that are
in the first place in full consistency with what is established in the
individual project drawn up by the social services of the municipality of
residence, in collaboration with the disabled person and his family (Art. 14 of
Law No. 328/2000).
These
measures may be:
· groups-apartment;
· interventions
for temporary stay in an extra-family dwelling to deal with any emergency
situations;
The
second part, on the other hand, provides for fiscal measures; such as
· discounts
on insurance policies;
· Property
provided by parents, relatives or benefactors.
On
the other hand, it would be desirable and preferable for parents themselves,
with the help of services, to prepare the "after us" in the period of
"during us", to avoid emergency solutions that do not meet the
expectations of family members. Imagining having an adult autistic child who is
self-aware and capable of leading a "normal" and independent life is
an achievable goal that many parents consider unrealistic, if not utopian. Yes,
it is undeniably difficult to consider the future of one’s child; it is
something that causes anxiety in addition to doubts and uncertainties about the
ability of the family and society to provide adequate assistance to such people
[26]. Increasingly, in recent years, however, families are able to look further
ahead, within a project life, and not see themselves as the only place and
resource of future life for their children [26]. In this new point of view,
families must face the challenge of preparing and facilitating the great
disarray between them and the child, and they do so in order to implement life
experiences that help the child to take small steps towards autonomy, and his
family to gradually elaborate its independence [27].
The Importance of Support in
Families with Autistic Children
Over
time, however, families of children with permanent conditions such as autism
may run out of family resources. It is therefore important that families are
supported by an adequate social support network. It is important that these
parents develop interests and friendships, as it is a way to protect their
health and that of their children. In fact, a stressed, anxious and depressed
parent cannot effectively play his role as a caregiver. The closest network
with family members are relatives and friends, but also parishes, schools,
societies, etc. which can play an important social support function. Social
networks are an element in the process of developing essential resilience.
According to Heiman, the factors that most help families facing crises and
intense stress, such as the birth of a child with autism, are:
· cooperation,
consultation and dialogue with friends, relatives and professionals;
· Create
a support network among families facing the same issues [28]
· use
of services for diagnosis and specific care, but also for advice and personal
support
· Families
with autistic children tend to retreat for fear of judgment and
misunderstanding by others. For example, parents fear that the hyperactive or
aggressive and self-defeating behaviour of the child may appear to others as a
lack of education. This results in the inability of parents of children with
autism to integrate and develop the social networks of which they are part.
However, it is necessary for them to understand that it is wrong to isolate
oneself from one’s life: cultivating interests and friendships, or focusing on
one’s hobbies, is not a selfish act towards an afflicted child, but a type of
attitude to avoid situations of severe stress. It is therefore important that
these families have access to effective, broad and explicit social support.
Scholars believe that social support is an interpersonal interaction involving
one or more of the following expressions: affection (expressing connection,
love, admiration, and respect), reassurance (express agreement or appreciation
for the proper management of a situation or point of view) and assistance
(operations that provide assistance, may include things, money, information,
advice [29].
Social
support cannot be defined as an intervention, much less as a treatment provided
by a professional operator, it is more a feeling/attitude and an expression of
interest and sharing. It is unknowingly invested by family, friends and
neighbours for the care of the other; it can also be considered an essential
resource because its use and effectiveness are not necessarily influenced by
stressful conditions or situations. Of course, social support becomes more
effective and important in situations of stress or crisis. Vaux believes that
the quantity and quality of social support meets people’s needs and pressures
and activates their core resources. The search for social support is seen by
scholars as a positive action strategy to solve problems and difficulties. The
tutor therefore has a dual function: a resource and source of energy for those
with difficult tests and tasks, and a goal for those who need to add more
arrows to the bow. Face [29]. The existence of a child with autism requires
considerable effort and a lot of time and energy from the family. Autistic
children need a lot of care and families are forced to maintain constant
contact with doctors, specialists and health workers. Social support structures
can support and understand these families in the daily lives of these children.
Social support inside and outside the home available to families with autistic
children has direct and indirect effects on family well-being. Social support
can not only have a general anti-stress effect, but under certain conditions it
can be effective in improving the quality of life of children with chronic
disabilities housing [29].
Home interventions and residential
and semi-residential centres
For
many parents, managing the daily life of an autistic child can be difficult. It
is for this reason that a series of family interventions may be useful, which
can partially relieve parents of the burden of responsibility that comes from
the management of non-neurotypical children. In addition to giving partial
relief to parents, family interventions are part of a true global care that
takes into account all the different areas of life of people with autism.
Communication with others is important and home education interventions can be
very useful. The fundamental aim of this intervention for people with autism is
to acquire personal, social and relational autonomy. The Home Education
Assistance Service, is represented by an educator who regularly visits the
house (usually several afternoons a week) and/or accompanies the minor or one
or more family members in activities outside the home [30].
In
addition to listening, educators offer a variety of activities to help their
world, they help them:
· to develop their
primary skills, in particular,
· personal
autonomy, attention to personal hygiene;
· to live in social
environments such as playgrounds, supermarkets, parishes, etc. ;
· improving formal
learning by supporting the implementation of school tasks;
· To optimize
leisure time, like practicing some sports.
· For an effective
family educational intervention, the A.S. must bring benefits not only to the
primary recipients of the intervention, the autistic person, but also within
the family. The interventions can be requested directly from the family or
recommended by a social worker or other worker related to the family unit (e.g.
teacher or child psychiatrist). In the case of coercive measures, the
interventions of home education can be requested and ordered by the court for
minors through the custody of social services. To initiate an intervention,
social services must activate a contact person for educational services, which
may be a service run by the municipality or a service run by an external body
in the third sector. Together with the request to activate the intervention,
the social services usually send a report form to the educational service
together with the documentation necessary to understand the individual and
family situation of the autistic person. Following a request to start Social
Services, the contact person of the Educational Services evaluates the
probability of accepting the request, then presents a case and an
educator/minor family match in a meeting with the educators. After combining
educational service relationships, meetings are organized with social workers
and operators involved in educational interventions. In this meeting a group
evaluation was conducted and a project was developed that identified: objectives
of the educational intervention, modalities of activation and implementation,
timing and inspection. The social worker then organizes a visit to the family,
which will also be attended by the educator of reference for the intervention:
"The purpose of the visit is to present the educator to the minor and the
parents, and to suggest their objectives, timing and methods of intervention
[30].
Finally,
the family, minors, social services and educational services, each undertakes
to respect their own responsibilities. The administrative authority responsible
for family education is the authority responsible for social intervention, or
the place of residence of the child who takes on the financial commitment or
the competent management body. In some cases, at the discretion of the
municipality or the governing body, families can share the cost of the
intervention. This cost sharing can greatly influence the way parents see
educators. Usually, when the family shares the expenses, the educator is
voluntarily paid because he is paid and obliged to be hired by the family and
to do whatever it asks of him. In reality this is not the case, as the role of
educator is inserted in specific projects aimed at achieving certain
objectives. In these situations, social workers play a very important role. The
latter, in fact, must clarify the role of educators to families at the
beginning of the journey and beyond to generate positive trends in educational
interventions. In addition to supporting people with autism, home education
services must support families by helping them read, understand and support the
growth and development dynamics of their child. Especially in out-of-home
activities, educators can bring autistic people to day care centers for the
disabled or to the socio-educational centers that constitute semi-residential
services.
A
Day Centre for Disabled People is a territorial service of educational,
rehabilitation and welfare interventions, a non-residential structure, open at
least 8 hours a day, 6 days a week, with rehabilitative therapeutic functions
aimed at preventing or/and stopping relational isolation processes and
containing hospitalization. The day care center for the disabled has a variety
of professionals who can meet the needs of people with disabilities in all
respects. The professionals who make up the multidisciplinary team of day care
centers are the head-coordinator, the professional educator, the psychologist,
the social worker, the pedagogist and the health care personnel. Work with families, here too, is important so
that they can understand the paths of growth and development of their loved
ones. Another semi-residential service is the Autonomous Education Service
(SFA), which is aimed primarily at young people with moderate disabilities, as those
with autism level 1. The main purpose of the service is to stimulate and
enhance the abilities of each individual through the implementation of
individualized projects, valuing personal autonomy and possible employment
opportunities [30].
Often
laboratory activities are carried out as well as activities in outdoor
environments, such as libraries or youth aggregation centers, where the tasks
are carried out by autistic subjects established to be carried out
independently. Access to these services involves a multidimensional assessment,
which leads to a separate project, the contribution of which is also provided
by social workers.
Another
intervention that families with children with autism can take advantage of in
their homes is home care that allows people to stay at home and receive the
necessary care and assistance in their home environment without the need for
shelter or residential facilities [30]
Home
Care Services (SAD) are designed to help people with autism carry out daily
activities to alleviate the burden of care for their families, albeit in part.
They are carried out by social workers
Health
is mainly about helping people:
· personal
care and hygiene,
· completion
of bureaucratic procedures;
· do
the shopping;
· preparing
and eating meals at home;
· take
care of the environment of daily life;
· When
travelling for medical reasons.
This
type of intervention can provide very important support to families, especially
when both parents are working, there are other children at home, and there are
no informal support networks available to help parents manage children with
autism. Start Social Services now. After accepting a request for family
assistance, assess the situation after a first verification of the request for
visit. The most common tools used by social workers for assessment are home
visits and interviews. The assessments of social workers must take into
account:
· the
needs of the person with autism and his or her family/carers,
· Social
and economic conditions
· of
available informal resources.
On
the basis of the assessment made, verify that the person who needs home
intervention has the necessary conditions to access the following services.
After this verification, if the result is positive, determine the cost share to
be borne by the user and prepare the Individual Assistance Project (PAI): The
drafting is carried out with the contribution of all interested operators
(doctors, nurses, OSS, physiotherapists, social workers, educators,
psychologists, speech therapists). The PAI has been developed to customize
interventions and clearly define:
· objectives
and results to be achieved;
· benefit
schemes and levels of intensity and duration;
· the
actions, types of services and professional figures involved;
· family
contact person or companion, responsible or responsible for the case;
· Timing
and tools for project evaluation and validation.
The
PAI must be communicated and shared with the person receiving the intervention
and his family. As a result of the above, the implementation of aid projects,
if the services are not outsourced, can be managed directly by the local
authority, or by social cooperatives or social enterprises affiliated with the
local authority. Home care services can also be realized by offering job
vouchers (vouchers) or service vouchers. When people with autism are
temporarily or permanently deprived of the help and support of family members,
hospitalization services are used. They present different organizational models
(Health Care Residences, Housing Communities, Apartment Groups...) with different
operating parameters according to the autonomy of the guests and the relative
needs of educational assistance. Residential services are open 24 hours a day
all year round. Generally, residential facilities for the disabled are managed
by an accredited third sector body or a public service company. Expenditure
commitments for the inclusion of people with disabilities in residential
facilities are shared by ASL, municipalities and users and/or their families.
The Nursing Homes for Disabled (RSA) accommodate from 20 to 40/60 people,
mainly adults and severely handicapped. Especially in nursing homes, the
following benefits are provided: medical assistance, nursing and
rehabilitation, assistance in daily activities, social and recreational
activities, catering services, laundry and cleaning. Housing communities are
smaller structures than the RSA, which can accommodate from 6 to 10 people.
These communities tend to have the characteristics of ordinary apartments and
try to recreate an environmental atmosphere similar to the domestic and social
environment of hospitalized patients. It is a socio-sanitary-residential
structure dedicated to elderly people who are not self-sufficient, but also to
disabled adults, who need medical assistance, nursing and full-time
rehabilitation. The services that operate there are functional services that
meet individual needs, maintain the skills and levels of autonomy acquired,
paths of personal growth and social integration [30]. However, this type of residential service is
usually aimed at people in the mental health sector.
A
fundamental requirement for inclusion in these residential structures is the
absence of households or the impossibility of staying at home, or the lack of
autonomy for people with disabilities who cannot live alone, although there are
several forms of support and assistance that can be activated at home. Access
to the residential structure begins with the request of the person concerned or
his family members to the local social services agency. Upon receipt of the
request, the social worker initiates a multidimensional evaluation process
carried out by the evaluation office. On the basis of the assessment made,
determine the type of structure to which the person concerned will go. A
specific structure is then identified, taking into account individual and
family preferences and compatibility between individual needs and the type of
structure. If possible, it is recommended to choose a building not far from
where the disabled person lives and where his family lives, so that his family
and social relationships can be well maintained. At this stage it is necessary
to conduct interviews with individuals and/or family members to explain the
results of the evaluation and develop hypotheses for a feasible reception.
After identifying the most suitable structure, a presentation session was
organised. This meeting is usually attended by social workers, managers and
operators of the structure, who together review the evaluation of the UVM and
agree on how the integration will take place. Upon entry, the person is
welcomed on a predefined date. After insertion a period of knowledge and
observation is provided, culminating in a personalized educational project in
collaboration with individuals and family members. This step defines the
official management of the structure in favour of the disabled. Even after
users have entered, it is good that the social services agency continues to
monitor the situation through regular meetings with individuals and their
families, as well as with the structure team. In most cases, the admissions
within the residential structures occurred after the disappearance of the
reference family figures for people with disabilities. This makes the
hospitalization itself even more tiring and traumatic for the latter, who see
themselves completely disconnected and abandoned from their living environment,
both physically and socially. Just to make up for the trauma of these events
was approved on 16 June 2016 Law n. 112 Provisions for assistance to the seriously
disabled without family support. It is important to sensitize families with
autistic children, or with disabled children, generally speaking, to think
about a "after us, a between us"; realizing therefore, the adult life
independently managed of the person with disabilities while the family is still
able to accompany this process, and in turn be accompanied in processing it
[30].
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