 |
|
|
Item Details
| Title:
|
ASPERGER SYNDROME (AUTISM SPECTRUM DISORDER) AND LONG-TERM RELATIONSHIPS
FULLY REVISED AND UPDATED WITH DSM-5 CRITERIA |
| By: |
Ashley Stanford, Liane Holliday Willey (Foreword) |
| Format: |
Paperback |
| List price:
|
£15.99 |
| Our price: |
£14.39 |
| Discount: |
|
| You save:
|
£1.60 |
|
|
|
|
|
| ISBN 10: |
1849057737 |
| ISBN 13: |
9781849057738 |
| Availability: |
Usually dispatched within 3-5 days.
 Delivery
rates
|
| Stock: |
Currently 3 available |
| Publisher: |
JESSICA KINGSLEY PUBLISHERS |
| Pub. date: |
21 October, 2014 |
| Edition: |
2nd Revised edition |
| Pages: |
288 |
| Description: |
Fully updated for DSM-5, the new edition of Ashley Stanford's bestselling book continues to offer invaluable relationship guidance to couples where one or both partners are on the autism spectrum. By exploring Asperger/ASD traits step-by-step, the book emphasizes the value of understanding and offers solutions that have worked for other couples. |
| Synopsis: |
Happily married to her husband with Asperger Syndrome for 25 years, Ashley Stanford is an expert on how Autism Spectrum Disorder (ASD) can affect a relationship and her bestselling book has helped thousands of couples. Brought fully up to date, this second edition clarifies the new DSM-5 diagnostic criteria and explains how, without a solid awareness of the condition, ASD behaviors can easily be misinterpreted. Stanford's book provides a wealth of strategies for living with the more uncompromising aspects of ASD, pointing out that ASD also brings enormous strengths to a relationship. It shows how understanding the intentions, motivations and reasoning behind ASD behaviors can lead to better communication, relief of tension, and ultimately to a happier, more mutually fulfilling relationship. |
| Publication: |
UK |
| Imprint: |
Jessica Kingsley Publishers |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|