directive in nature. Lietaer 2002: 10 Lietaer 2002: 9 claims that ‘within certain limits a more process directive style can be implemented in a way which does not interfere with the self-agency of the client and with a person-centred stance’. Lietaer 2002: 9 believes that ‘all client-centred/experiential therapists see the experiential/phenomenological world of the client as the central avenue for their work…’ Warner 2000: 31 calls it ‘levels of inventiveness’ which she defines as ‘the degree to which
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History of Psychodynamic Therapy The psychologistSigmund Freud (1856–1939) developed “psychodynamics” to describe the processes of the mind as flows ofpsychological energy (Libido) in an organically complex brain.[2] The theory supporting psychodynamic therapy originated by the psychoanalytic theory. There are four major schools of psychoanalytic theory, each of which has influenced psychodynamic therapy. The four schools are: Freudian, Ego Psychology, Object Relations, and Self Psychology.
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Establish Goals: For Barbara to be able to function at her highest capacity, despite her age-related changes and dry macular degeneration. Health and illness is individually determined by what is important to the person (Hunter, 2012), which in Barbara’s case is being able to go to the German Association Club and Catholic Church group meetings, and being able to complete Activities of Daily Living (ADL’s); in return increasing her quality of life and independence. Take action: Mrs Green’s vision
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Occupational therapy employs the use of assessments and treatments to enable individuals with physical, mental, or cognitive disorders to perform activities required in daily life. In the process, it aims to promote empowerment and social justice through occupation-based and client-centred approaches. It is divided into different practice areas including those related to children, youth, the elderly and mental health. In Canada, it is practiced in settings found in both urban and rural areas, such
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"Third Force" within psychology, as a result of resisting against the dominant culture of psychoanalysis and behaviorism (Feist & Feist, 2009). Abraham Maslow prefers to label it as the holistic-dynamic theory, as this theory deals with the whole person who has the potential to develop in a healthy and unique fashion. Continued growth could lead to the highest state of psychological health or what is known
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It is not the same person…” I can sometimes make too many suggestions, which can possibly be viewed as giving advice which is not a professional skill used as a counsellor. It possibly could have been more effective if I had used more silent moments or carried the ones that
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needs to ensure they do everything to stop the child or young person from believing it is their fault that the abuse is happening. The child needs to be able to express not just their feelings, but their fears, and must feel that the counsellor will be supportive throughout the whole process, so the child believes they are not alone throughout the healing process. Alongside the help and support from the counsellor, the child or young person
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Introduction This report will contain what psychology is, what the key theories are and who the key theorists are for those key theories for psychology. Psychology is: “Psychology is the scientific study of the mind and behavior. Psychology is a multifaceted discipline and includes many sub-fields of study such areas as human development, sports, health, clinical, social behavior and cognitive processes”. (Simple Psychology) There are many different theories that are done within the psychology subject
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net/pagead/viewthroughconversion/1011350631/?label=8PPgCOH9kwgQ5_if4gM&guid=ON&script=0&ord=638516155728051.1http://ib.adnxs.com/seg?add=602979&t=2 Unit 23: Complementary Therapies for Health & Social CareP1: Explain the factors that affect access to complementary therapies Factors that could affect access to complementary therapies could stem from many sources. These could consist of physical barriers, geographical barriers, socio-economical barriers, cultural barriers, educational barriers and the
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Nurse-patient relationship According Cutliffe and McKenna (2005), research, theoretical and educational literature on interpersonal relations between nurses and patients has proliferated since the 1960s. This has generated a range of divergent accounts of what the nurse-patient relationship (NPR) ought to be, how this should be achieved, and how the NPR is constituted in practice. I have chosen the concept of nurse-patient relationship because this relationship is viewed as the essence of nursing
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