Overview
- Authors:
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Evelyn Phillips Heimlich
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Arlene J. Mark
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Table of contents (13 chapters)
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Introduction
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 1-6
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The Paraverbal Communication Method
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 9-15
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 17-37
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 39-61
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 63-81
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Specific Referral Difficulties and the Paraverbal Communication Response
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 85-98
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 99-117
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 119-139
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 141-157
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 159-173
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 175-186
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 187-229
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- Evelyn Phillips Heimlich, Arlene J. Mark
Pages 231-240
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Back Matter
Pages 241-257
About this book
For over twenty years I have been privileged to observe, partic ipate in, and contribute to the development of the ideas and techniques that culminated in this most unusual, impressive, and useful book. in words the total experience While it is difficult to convey of this innovative therapeutic approach, this volume enables the reader to become a part of these therapy sessions and to learn to "know" and appreciate these fruitful methods. The techniques described in detail in this volume are designed for use with children who are viewed as "resi stant" and uncommunicative-a fairly large percentage of youth who have not responded to traditional therapy. The approach is based on many practical assumptions. Among them are the idea that rhythm, of whatever nature, cannot be "shut out"; that one can have pleasure in producing c- v vi FOREWORD munication (fun of all things); and that pleasure and accep tance lead to the integration of motility, emotions, and ideation. These all lead to increased self-esteem and compe tence. The selection of the modality is completely individu alized and leads to a therapy with the child-not to or at the child. To complete the circle, the method is eminently teachable. Thus, both students in training and practicing therapists who are concerned with promoting growth and development in the children they treat will find this guide exceptionally use ful and stimulating. H. D. Dunton, M. D.
