Who we are
Naiara Belart García
My years of experience in art and psychology have led me to develop a strong sense of the overlap and interconnection between these two fields.
I am currently a Doctorate Candidate in Expressive Arts Therapy by European Graduate School,
I have a postgraduate degree in Art Therapy,
a Masters in 3D animation & computer graphics and a Diploma of Fine Arts.
She has worked in Europe (Madrid, London, Malta, Zurich and Geneva), the United States (New York) and China (Beijing).
Founder and Director of the centre of education and cognitive therapy. He is a pedagogue and cognitive therapist, graduated from the Faculty of Psychology and Educational Sciences of the University of Geneva. He developed an educational and therapeutic clinical cognitive orientation with a group of competence composed of psychologists, speech therapist, psychomotor and of specialist teachers to meet the needs of children and adolescents with learning difficulties, problems of development and emotion regulation difficulties.
COGNITIVE EDUCATION & THERAPY FOR PEOPLE WITH AUTISM
The first preoccupation in the education of the autistic person is the ability to offer a therapeutic programme that will enable a maximum reduction in the devastating effects of the handicap on the cerebral organisation, support the person in acquiring a more appropriate functioning of thought, assist him in acquiring functional knowledge, and communicate the pedagogical tools to his family within an assignment of reciprocal collaboration.
Whether it involves the need to acquire a communication tool, better control of the emotions, integration of information for the construction of knowledge or simply to carry out learning, autistic people require a highly specialised structure. Although several procedural models exist and have contributed to a significant improvement in the quality of life of these persons, our knowledge of the handicap, the cerebral damage of autism and its effects on development have led us to develop ever more appropriate clinical approaches.
The cognitive revolution has progressively transformed the image of psychiatry and psychology. Some encouraging results have been obtained by cognitive therapies in a considerable number of pathologies and maladjustments. Education, in offering more suitable pedagogical tools for learning, has also been influenced by this revolution. The cognitive model, by examining the clinical disorders listed for autism (deficit of sensory integration, disorders in emotional control pathology, loss of intentionality and mental conduct), can provide us with particularly interesting solutions and tools, and it is from this angle that our clinic specialised in autism saw the light of day and from which our programme has been developed.
Cognitive education and therapy
Frequent usage of the term “cognitive” suggests that it is well-defined, but the term takes on a different meaning according to the authors and the proposed theoretical models. What is said to be cognitive may represent distinct aptitudes or capacities for affect, such as reasoning, development of thought, language and learning capacity. But the term cognitive also defines the faculty of the brain to treat and organise information coming from the senses or experience. This faculty offers the possibility for the individual to carry out a certain number of elementary and organised operations that enable him to understand and interact suitably with the environment. It may concern operations that make possible perceptive encoding, memorising and treatment of information, creation of thought patterns, selective attention, expression and comprehension of language, learning ability, control and expression of the emotions, and logical thought. These faculties would be the autonomous and interdependent modules of intelligence, giving a specific and unique response allied to their respective characteristic (Fodor 1986). It is according to this second definition that the therapeutic model in autism has been developed.
The clinical model was first conceived for young children who displayed disorders of an autistic nature. Nowadays, it is held that the model and approach are also appropriate for adolescents or adults, and for persons who have similar disorders (e.g. X syndrome X fragile). The program is of a psycho-educative, development and cognitive nature. It is situated at the intersection of therapy and education. The approach insists upon the importance of operating the mental processes that underlie intelligence, and incorporating the emotional and affective aspects existing there.
Theoretical and referential
– The understanding of the autistic syndrome from the neurological, psychological and development point of view – The model of intelligence and affectivity functioning in keeping with the work of Stanley Greenspan. – The interpretive models of the functioning of thought by cognitive psychology and education as a systematic approach to communicating the tools for its functioning.
We consider that, as long as the autistic person has been unable to set up a more adequate organisation of thought, development will remain greatly disturbed and learning will be deficient and limited. The earlier the therapeutic processes of reorganisation, stimulation and integration of intelligence and affectivity structures are adopted, the greater are the chances of recovery and the less harmful the effects of the handicap on the functioning of the person within his environment.
The clinical work that we propose is sustained and highly specialised. It supposes an individualised and regular work that includes the participation of the family. For observable and significant results within the entire spheres of development, the number of sessions per week varies from a full time programme to part time. The therapeutic approach is global and can be applied within the specialised educational services that receive autistic persons.
For the individual with autism
– Work in emotional control and the establishment of the emotional intelligence construction, support and development of intentionality – Stimulation of mental conduct, connection and maintenance – Stimulation of language, work on the communicative function, communication circles and active language, flexibility of production, progress from the communicative mode to more complex developments, and creative thinking – Functions of learning, observation, intake of simultaneous and integrative information, imitation, problem solving, guidance and maintenance of conduct, development and organisation – Prevention of behavioural problems and regulation
For the family
– Responding to the need for information and understanding of the child’s difficulties – Communicating the pedagogical tools that will encourage learning and are suitable for the child – Establishing an individualised educational project – Collaboration with educational institutions, medical circles, and medico-pedagogic services. – Theoretical and practical training for the parents
Photographer and professional graphic designer, Christian Fosserat has developed a passion for the still and moving image. He is the author of three books on raptors nocturnes and several dvd: "In free wheels along the Rhone" passing by "Doors open to baths of Pâquis".
He continues for several years his work on portraits in his photo studio in Geneva. Currently, in parallel to his main activities, he works on personal subjects in photo composition and increasingly shares his passion for image in teaching.
Graduate of the Ecole des Beaux-Arts in Grenoble and Valence, Sylvie Wozniak worked for a few years as an artistic director at Saatchi & Saatchi Paris and then taught visual arts for 20 years at the IPAC Design school.
She has also assumed the position of Bachelor's Degree in Graphic Design.
Today, she runs art and publishing workshops in parallel to her main activity, painting. His interest in special education was born from a collaboration with the Center of Education and Cognitive Therapy led by Roland Hifler.
Jessica Crettaz Goudy
Jessica Crettaz Goudy is a specialized educator, expressive arts therapist and educational psychologist. She has been part of the Centre d’Éducation et de Thérapie Cognitive team since 2016, and is also taking part in the People and Talent project, centred around global training and inclusion of people with Asperger.
Her education includes a master’s degree in psychology from the University of Geneva, as well as a diploma in expressive arts therapy from L’Atelier, a training institute in Geneva, where she currently facilitates student groups.