Supporting the Development of Children with Autism Spectrum Disorders in the Context of Family and the Natural Environment: An Integrated Psychological and Physiotherapeutic Approach Utilizing Forest Pedagogy

Abstract

This paper discusses an integrated psychological and physiotherapeutic approach that utilizes forest pedagogy in the therapy of children with autism. This approach combines sensory integration (SI) therapy with psychological and physiotherapeutic elements in a natural forest environment, also involving the family. Furthermore, there is also the discussion on sensory processing disorders (SPD) in children with autism, their impact on development, and the history of research on this issue, and the role of SI therapy in minimizing the adverse effects of SPD is emphasized.
The authors highlight the benefits of forest therapy, including stress reduction, improved concentration, the development of social skills, and enhanced self-esteem.
Additionally, the concept of Shinrin-yoku (“forest bathing”) and special Gestalt pedagogy, emphasizing their importance in a holistic approach to autism therapy, are also investigated.
The authors postulate further research on the effectiveness of forest therapy in combination with other therapeutic methods to optimize support for the development of children with autism.