By Sall Hodges
Taking a psychodynamic method, Counselling Adults with studying Disabilities describes present theoretical principles during this quarter. Theories are defined in an available manner, with special examples given to illustrate the interpretation from thought into perform. universal difficulties are thought of inside a "life span" framework, with awareness to express problems comparable to bereavement, abuse, and tough habit. the broader context together with relationships with households, teams, and employees have additionally been given considerate attention. eventually, consequence proof for counseling is explored.
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Extra info for Counselling Adults With Learning Disabilities (Basic Texts in Counselling and Psychotherapy)
Jamila seemed to be exaggerating her difﬁculties to manage feelings she was having about being learning disabled, and this use of a secondary handicap was certainly adding to her disabilities. Sinason’s ideas about the processes, such as secondary handicap, occuring in people with disabilities have been extremely important. She started to provide psychotherapy to people with learning disabilities when the climate was still very behaviourally and medically inclined. Through her extensive clinical work, she has developed an understanding of some of the common issues and themes that arise in this work, and has identiﬁed ﬁve key areas of conﬂict or difﬁculty that appear to be associated with a learning disability.
Object relations theory Melanie Klein’s theory of object relations was developed through careful observation of many children at play, and children’s interactions with others. Her detailed observations enabled her to hypothesise about internal processes, such as children’s wishes, dreams, fantasies, hopes, fears and expectations. Like Freud, she emphasised the importance of unconscious phantasies (the spelling indicates an unconscious process as opposed to fantasy which is considered conscious) and Klein believed these were occurring from birth in a primitive form.
Following our meeting, Jane organised some time to talk with Denise when they would not be disturbed. During this meeting, instead of asking Denise questions about why she was behaving in a certain way, Jane encouraged Denise to talk about her worries, and then Jane was able to reﬂect on some of the links between Denise’s behaviour and perhaps her less conscious feelings about loss. Denise looked relieved, and instead of getting angry, she started to cry. This example illustrates several important aspects of creating a relationship that aims to be therapeutic.