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BJPsych International BJPsych International

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The Day Centre for Children with Developmental Disorders in Messolonghi, Greece

Published online by Cambridge University Press:  02 January 2018

Sotiris Kotsopoulos
Sotiris Kotsopoulos*
Affiliation:
Day Centre for Children with Developmental Disorders, Messolonghi, Greece, email sotkot@hotmail.com
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This paper describes the challenges in starting a service for the diagnosis of and intensive therapeutic intervention for children with autism in a provincial town in western Greece (Messolonghi). Personnel had to be trained, the community had to be educated to accept and use the new service, and stigma had to be dealt with. Currently, fully developed 10 years after the beginning of the effort, in any one week the Day Centre serves on average 35 children with autism and 20 children with specific language impairment. The treatment programme runs along behavioural lines and the results are presently encouraging. Of 32 children referred consecutively to the Centre, after 5 years eight (25%) were attending regular school classes without a diagnosis of autism and eight (25%) with milder symptoms were attending classes with academic assistance. The limited impact of the Centre on the wider community is discussed.

Type
Special Paper
Information
BJPsych International , Volume 13 , Issue 3 , August 2016 , pp. 72 - 73
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
Copyright © Royal College of Psychiatrists 2016

References

Hicks, J. (2006) Phoneme Touch and Say. Private published in Nova Scotia, Canada.Google Scholar
Kotsopoulou, A., Georgiou, A., Gyftogianni, M., et al (2014) A tool for setting therapeutic goals by the interdisciplinary team for the preschool child with ASD. Psychology Research, 4, 354–363.Google Scholar
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