The inherently integrative approach of positive psychotherapy.

Providing help and support to people experiencing grief after loss is one of the tasks of a psychologist and psychotherapist. Many views of various authors on the process of grieving and criticism of different opinions of each other make it difficult to choose any one theory for dealing with bereavement. The main goal of this paper is to take a holistic view of the course of adaptation to bereavement and create an integrative approach to the process of grieving based on the main principles of positive psychotherapy. To do this, I used the theories of living-through of grieving by Elizabeth Kübler-Ross, John Bowlby, William Worden, Margaret Stroebe and Hank Shute, and Nossrat Peseschkian. Thus, an integrative model of the bereavement experience was created, in which the phases and tasks of two processes were identified: orientation to loss and orientation to restoration. Application of this model, as well as the use of the principles and techniques of positive psychotherapy as a guide, can help a therapist have a holistic view of the process of dealing with bereavement and be as effective as possible in the therapy process. Keywords: grief, grief work bereavement, positive psychotherapy, restoration

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Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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