ABSTRACT
Previous studies on autism spectrum disorder (ASD) demonstrate how challenging it is to support and care for these people, particularly during childhood and adolescence. In Video-Pharmakon protocol, a psychotherapist and a filmmaker involve two boys and two girls with ASD-High Functioning according to the DSM-5 in a Therapeutic Filmmaking and Cinematherapy project, integrated with the strategic therapy approach. Using a “peer buddy” method, in the Video-Pharmakon protocol participants create their own personal short movie in which they serve as both directors and major characters.
This study seeks to involve the participants in an audiovisual creative process as a way for them to express and represent themselves through a shared experience, in contrast to prior studies that employed video as an imitation technique. Our findings show that peer relationships and collaborative activities are crucial for ASD individuals to develop their social and communication skills. Video and filmmaking also impact autonomy, awareness, and self-confidence. In fact, both participant couples claim that using video as a therapy tool has helped them enhance their social and relational abilities. The Video-Pharmakon research could mark the beginning of an examination of the impact of the audiovisual instruments included in a clinic’s care on patients with autism spectrum disorder and help advance intervention.
