Bernhard J. Schmidt Books

Exploring the relationship between reason and belief, this thought-provoking work challenges the notion that reason is an absolute truth. It argues for the necessity of transcending blind faith in reason itself, suggesting that true understanding comes from questioning and redefining our beliefs. Through a critical examination of philosophical concepts, the book invites readers to reflect on the limitations of reason and the importance of skepticism in the pursuit of knowledge.

Focusing on the importance of inclusion and representation, this book challenges societal norms by emphasizing the need for marginalized voices to be heard. It advocates for a shift in perspective, urging readers to engage directly with those affected by issues rather than speaking for them. Through personal stories and insights, the author highlights the power of dialogue and understanding, aiming to foster empathy and action towards social justice. This work serves as a call to recognize the humanity in every story and to prioritize authentic conversations.

The book explores pathological group processes through the lens of clinical social psychology, offering insights into how group dynamics can lead to dysfunctional behaviors. It emphasizes the importance of understanding these processes to effectively address and analyze the complexities of group interactions, providing a unique perspective on social behavior and mental health.

Fifty years ago, autism research underwent a significant shift as prevailing scientific knowledge was supplanted by a rigid dogma. This book explores the implications of that transition, examining how it shaped perceptions and understanding of autism over the decades. It delves into the consequences of adhering to outdated beliefs and advocates for a return to evidence-based approaches, aiming to foster a more nuanced and compassionate understanding of autism in contemporary society.

A possible positive effect of dogs on humans in general and autistic individuals in particular is well known. But especially in the area of autism, the reduction of anxiety and stress in autistic people has been seen so far. However, considering the overall system of the family and the „disturbance of interaction“ not only in the autistic, then other possible positive effects of dogs are visible. Dogs can also help to improve social interaction within the family. However, for a dog to reduce stress and anxiety and promote social interaction, there are a few points to consider in selecting and guiding the dog.

If the first deviations from normal development occur in a child, be it language, motor skills or social interaction, parents and educators often wonder if this child may be autistic. Autism currently dominates not only research, but also the media. This, however, under a false understanding of autism as an incurable disease. However, the new social-psychological and developmentdynamic theory of autism makes it clear that autism is not a disease, but another form of being. And that autistic children can also develop normally, need social interaction for development, and are willing and able to do so. It only needs a higher sensitivity to allow autistic children to socialize. The book explains what autism is, how to recognize autistic children, and what should be considered as a precautionary measure to help autistic children develop normally.

Even early childhood autists can, contrary to popular belief, develop normally. They want and can communicate and interact, and just like all other children, they need social interaction for their development. If there is a disruption of social interaction, then there will be a disruption of development. How and why it can lead to disturbances of social interaction, and what consequences they have, is presented with a development-dynamic approach - so far denied autistic. At the same time, support programs are presented aiming at restoring the social interaction between parents and autistic children. And: "It's never too late."

More and more teachers are confronted with autistic people as students. Next to the question „What is autism?“ At school, the main task is to integrate the autistic students into the class community. Especially in the school environment, the benefits of a new social-psychological perspective become clear. With this perspective, not only the peculiarities of autistic people and the resulting difficulties, but also strengths and opportunities for promotion can be recognized. In a compact form, the Asperger syndrome and the school-relevant aspects are presented by means of this new approach.

If one leaves the hitherto purely descriptive (phenomenological-descriptive) „understanding“ of autism, anxiety and stress can be identified as basic problems for autistic individuals. Because anxiety and stress stand in the way of a social interaction. But if it comes to a disruption of social interaction, then it comes to a disruption of development. In the case of challenging behavior, which has so far been wrongly regarded as „typically autistic“ due to the diagnostic criteria, anxiety, stress and a disturbed, but treatable, socio-emotional development now come into view. It also becomes obvious that one can not only react to anxiety and stress by „fleeing“ into one's own world of stereotypes, rituals and auto-aggression, but also with „fight“. So not only the „hedgehog and shell children“ are seen, but also understood the behavior of autistic children and adolescents who do not retreat. The „fight“ children are exploring very strongly, showing aggression especially against others ...

Why do Asperger pupils need school assistance despite normal intelligence? How and where do possible problems arise? And what should a school assistant pay attention to, what are his duties? On the basis of a socio-psychological perspective, the possible problems of Asperger's students and their causes are presented. With the help of the professions „Interpreter“, „Guide“ and „Bodyguard“, the tasks of school assistants are also explained.