Adolescents with autism spectrum disorder (ASD) are vulnerable to trauma-related experiences due to difficulties in emotion recognition, including recognising their own and others’ emotions, leading to interpersonal conflict and problems in making and maintaining friendships. There are limited intervention methodologies of how to work with interpersonal conflict and relational repair. This paper presents, for the first time, a case conceptualization model of relational rupture and repair as a clinical strategy to guide therapists working therapeutically with clients with ASD. The model is constructed from a task analysis applied to dyads of therapy and Interpersonal Process Recall sessions of Emotion-Focused Group Therapy with autistic adolescents (EFGT-AS). This model shows that when therapists use Interpersonal Process Recall of shared trauma-related experiences and misempathy encounters as a process-guiding method, it leads to a deepening of emotional processing in both cognitive and affective empathy. Autistic adolescents are able to use EFGT-AS to explore self-agency within interpersonal ruptures and enhance self and other cognitive-affective empathy within a relational repair process. This rational-empirical model for working with relational rupture and repair stands as a hypothesis for future testing.

中文翻译：

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在自闭症谱系障碍青少年的情绪聚焦团体治疗中增强同理心：人际破裂和修复的案例概念化模型

患有自闭症谱系障碍 (ASD) 的青少年由于情绪识别困难，包括识别自己和他人的情绪，因此容易受到与创伤相关的经历，导致人际冲突以及建立和维持友谊的问题。如何处理人际冲突和关系修复的干预方法有限。本文首次提出了关系破裂和修复的案例概念化模型，作为指导治疗师与 ASD 客户进行治疗工作的临床策略。该模型是根据任务分析构建的，该任务分析应用于自闭症青少年情绪聚焦小组治疗 (EFGT-AS) 的成对治疗和人际过程回忆会话。该模型表明，当治疗师使用人际过程回忆共享的创伤相关经历和共情遭遇作为过程指导方法时，会导致认知和情感移情的情绪加工加深。自闭症青少年能够使用 EFGT-AS 来探索人际关系破裂中的自我能动性，并在关系修复过程中增强自我和其他认知情感的同理心。这种用于处理关系破裂和修复的理性经验模型是未来测试的假设。自闭症青少年能够使用 EFGT-AS 来探索人际关系破裂中的自我能动性，并在关系修复过程中增强自我和其他认知情感的同理心。这种用于处理关系破裂和修复的理性经验模型是未来测试的假设。自闭症青少年能够使用 EFGT-AS 来探索人际关系破裂中的自我能动性，并在关系修复过程中增强自我和其他认知情感的同理心。这种用于处理关系破裂和修复的理性经验模型是未来测试的假设。