Bernhard J. Schmidt Book order

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.

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 It delves into the consequences of adhering to outdated beliefs and advocates for a return to evidence-based approaches, aiming to foster a more nuanced and compassionate understanding of autism in contemporary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.

For over 50 years, a myth discredited both Bruno Bettelheim and a psychodynamic approach to autism. The myth of the "fridge mother" has left the soil of science and questioned the expertise of scientists for no reason at all. The consequences are and were 50 years of standstill in autism research, but also in the development of support programs for autistics. It's time to put an end to the "fridge mother" myth. www.b-j-schmidt.net

Parents and their Asperger children communicate differently. This easily leads to misunderstandings and difficulties. Autists talk plain text. This is also reflected in this book. In a compact way, a new perspective on the communication between parents and Asperger children is shown, in which it is especially clear that autism is not a developmental disorder. The other form of communication and interaction can lead to a developmental disorder - but it does not have to! Understanding this particular form of communication and interaction avoids misunderstandings and paves the way to a happy, symptom-free life.

The number of diagnosed autistic individuals has increased significantly in recent years. At the same time, autistic individuals have a reduced health-related quality of life as well as a high mortality risk, as a recent study shows. Nevertheless, autistic people rarely come as patients in medical practices. This is mainly due to invisible barriers that make access to medical care for autistic people at least difficult - if not impossible. To make these barriers visible and to show ways to reduce them is a central goal of this book. In addition, the history, diagnosis and treatment of autistic individuals requires a specific approach. Therefore, the causes and effects of many diseases in Asperger autistics are presented.

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.

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 ...

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.

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."