scholarly journals Developing the Foundations for a Learning-Based Humanistic Therapy

2021 ◽  
pp. 002216782110076
Author(s):  
Susan Renger ◽  
Ann Macaskill
Keyword(s):  
Learning Theory ◽  
Therapeutic Process ◽  
Learning Processes ◽  
Learning Goals ◽  
Carl Rogers ◽  
Learning Facilitation ◽  
Therapeutic Setting ◽  
Principles Of Learning

This study addressed the possibility of integrating learning theory into humanistic counseling. We consider that such an approach may enable client self-counseling either between sessions or after therapy has finished. Carl Rogers was a keen advocate of person-centered learning facilitation in the classroom and his principles of learning provide a natural start-point for a humanistic therapy based on learning theory. A variety of other learning processes also lend themselves to a learning based therapy such as establishing client learning goals based on self-efficacy, enabling the client to understand their own learning processes and blocks to learning, encouraging the client to access their own learning resources, and then enabling long-term learning. A case study was therefore designed to test some of these processes in a therapeutic setting. A White, British, middle-aged female was recruited for the case study. During the course of six sessions, the content of which was analyzed using thematic analysis, a selection of learning processes were applied to the humanistic therapeutic process. In summary, it was established that facilitated learning processes could provide a practically acceptable basis for humanistic counseling, and these processes are offered here as the foundation to a model of “therapeutic learning.”

Listening to the child victim of abuse through the process of therapy: A case study

2001 ◽  
Vol 26 (3) ◽  
pp. 18-22 ◽  
Author(s):  
Neerosh Mudaly ◽  
Chris Goddard
Keyword(s):  
Therapeutic Process ◽  
Young Person ◽  
Response To Therapy ◽  
Child Victim ◽  
To Come ◽  
Long Term Impact ◽  
The Impact ◽  
Theoretical Considerations

When a child has been abused by his or her father or father-figure and makes the statement ‘I want Dad to come home’, whose voice are we hearing in treatment, how do we interpret and respond to what the child is saying? Understanding and responding to the voices of victims of abuse is a complex issue. This paper explores the issues of listening to and responding to a young vicitm of abuse in the context of the impact of the abuse on this young person, and how these issues emerged and were addressed in the therapeutic process. Amanda, a 13-year-old girl, disclosed sexual abuse by her stepfather. In the initial months of counselling she repeatedly expressed her wish for her stepfather to return home. Amanda’s response to therapy, the short-term and long-term impact issues that were addressed, and the various therapeutic techniques that were used to assist in her recovery, are traced in the context of theoretical considerations.

scholarly journals Child Psychodynamic Psychotherapy and Therapist Pregnancy: Systematic Case Study

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Fernanda Munhoz Driemeier Schmidt ◽  
Marina Bento Gastaud ◽  
Vera Regina Röhnelt Ramires
Keyword(s):  
Longitudinal Study ◽  
Psychodynamic Psychotherapy ◽  
Maternity Leave ◽  
Child Psychotherapy ◽  
Single Case ◽  
Therapeutic Process ◽  
Single Case Study ◽  
Psychotherapeutic Process ◽  
Therapeutic Setting

Abstract The present study aimed to describe the characteristics of the psychodynamic psychotherapeutic process of a child with a pregnant therapist and to identify possible repercussions of this pregnancy in the treatment. A descriptive, longitudinal study was conducted, based on systematic single case study procedure. The participants were an eight-year-old girl and her therapist who became pregnant during treatment. Forty psychotherapeutic sessions were analyzed through Child Psychotherapy Q-Set procedure. The therapeutic process was divided into four periods related to the therapist’s pregnancy: (1) the therapist was not pregnant; (2) therapist knew of her pregnancy but the topic had not been verbalized; (3) the pregnancy was treated in the therapeutic setting; (4) return of maternity leave. The results demonstrated that the therapist has adopted a less neutral stance, used less limits, and breaks and pauses in treatment were increasingly discussed. It was concluded that the therapist´s pregnancy influences the therapeutic setting in a marked way.

Pragmatic learning in family SMEs: a qualitative study of functional overload among family SME owner-managers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephanie Querbach ◽  
Nadine Kammerlander ◽  
Jagdip Singh ◽  
Matthias Waldkirch
Keyword(s):  
Learning Theory ◽  
Family Members ◽  
Learning Processes ◽  
Single Family ◽  
Learning Mechanisms ◽  
Major Barrier ◽  
Content Type ◽  
Family Smes ◽  
Cross Case Analysis

Purpose Learning in organizations is well-recognized as a key determinant of innovation and success in competitive markets, and a rich literature examines learning mechanisms in large-sized and professionally-run organizations. Relatively little is known about the learning processes in family-run firms, most of whom are small- and medium-sized enterprises (SMEs) led by a single family SME owner-manager connected in a family network. Therefore, the purpose of this study is to investigate how family SME owner-managers engage in learning and how those learning processes are affected by family SME-specific characteristics. Design/methodology/approach Using pragmatic learning theory as an interpretive lens, this study conducts a qualitative multi-case study involving 61 interviews in family SMEs with family SME owner-managers, family members, employees and customers. Findings The within- and cross-case analysis helps identify the mechanisms, barriers and enablers of learning and innovation in family SMEs. The study develops and pinpoints the family owner managers’ “functional overload” as a major barrier to learning and employee empowerment, family-members’ support and customer feedback as critical resources in overcoming such functional overload. Yet, these resources turn out to be major amplifiers of functional overload in later phases of the learning process, thus impeding learning and innovation. Originality/value The study provides novel insights into learning processes and innovation within family SMEs, outlines the double-edged involvement of family members, employees and customers for learning processes, and provides nuance to pragmatic learning theory.

scholarly journals The impact of torture on mental health in the narratives of two torture survivors

2018 ◽  
Vol 28 (2) ◽  
pp. 130-139
Author(s):  
Simone M. De la Rie ◽  
Jannetta Bos ◽  
Jeroen Knipscheer ◽  
Paul A Boelen
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Therapeutic Process ◽  
Self Esteem ◽  
Torture Survivors ◽  
Clinical Case Study ◽  
And Control ◽  
The Impact

Introduction: Torture survivors risk developing Posttraumatic Stress Disorder (PTSD) as well as other mental health problems. This clinical case study describes the impact of torture on two survivors who were treated for their PTSD with Narrative Exposure Therapy. Methods: The reports of the narratives of two torture survivors were qualitatively analyzed. It was hypothesized that torture yields overaccommodating cognitions, as well as mental defeat, which in turn, are related to severity of psychological complaints. Results: Both patients have experienced an accumulation of traumatic events. The psychological and physical torture they experienced lead to increased anticipation anxiety, loss of control and feelings of hopelessness, as well as overaccommodating cognitions regarding self and others. Conclusions: Cognitions, culture and beliefs, as well as issues of confidence and a more long-term perspective affect therapeutic work. Building trust, pacing the therapeutic process, and applying tailor-made interventions that focus on cognitions regarding self-esteem, trust in relationships, as well as safety and control are warranted.

Unemployment and learning: the depoliticisation and taboos of work(lessness)

2020 ◽  
Vol 13 (3) ◽  
pp. 287-301
Author(s):  
Mikkel Morgen
Keyword(s):  
Learning Processes ◽  
Learning Goals ◽  
Negative Experience ◽  
Employment System ◽  
History Of ◽  
Social Discipline ◽  
The Subject ◽  
Conditions Of Learning ◽  
Back To Work

This article analyses how the learning ‐ understood as an aspect of individuals’ life-historical experiential processes ‐ of long-term vulnerable unemployed individuals in a Danish context is affected by the neoliberal organisation of the employment system and back-to-work policies and practices. In doing so, a psychosocietal approach to the study of adults’ learning ‐ in which learning processes are explored from the standpoint of the subject ‐ is applied: an approach that is analytically sensitive to the dialectic interconnectedness of subjective and objective conditions of learning during unemployment, that is, of embodied and life-historical experience, conscious as well as unconscious, and the cultural and sociopolitical embeddedness of work(lessness). In seeking to understand the ambiguities related to learning during long-term unemployment, the article argues for the usefulness of applying a broader concept of adults’ learning in addition to a recognition of negative experience. Through the life history of Richard, the article demonstrates how the neoliberal organisation of back-to-work practices ‐ emphasising the standardisation of methods, the maximisation of efficiency, self-reliance, social discipline, externally determined learning goals and the self-transparent subject ‐ conditions the learning processes of vulnerable unemployed individuals in ways that lead to blockages of experience, differentiated forms of self-alienation and defensive, self-preserving psychodynamics: hence, constituting challenges to learning, solidarity and self-realisation while acting as a catalyst for a reproducing subjective embodiment of societal processes relating to the depoliticisation of work.

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

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