No description available.

There is now little doubt that psychological therapies are effective for people experiencing a wide range of difficulties (Lambert and Bergin, 1992). In recent years, interest has grown in how these may be applied to benefit individuals with learning disabilities. However, the quantity and quality of research in this area remains at a comparatively rudimentary level compared with mainstream mental health research (Hatton and Taylor, 2006). While a few studies have gone some way towards demonstrating the benefits of psychological therapies for this population and the application of specific models, there remains a distinct lack of empirical research relating to the views of individuals with learning disabilities themselves (Morgan, 2007). The present study is an attempt to rectify this by exploring individuals with learning disabilities understanding and perceptions of individual psychological therapies provided within a specialised NHS learning disability service. Seven participants were interviewed and their responses were analysed using Interpretative Phenomenological Analysis. Two super-ordinate themes emerged from the data: 'seeking help and engaging in the therapeutic process', including sub-themes 'participants' understanding of reasons for therapy' and 'participants' understanding of therapeutic boundaries'; and 'relationship factors', including sub-themes 'the therapeutic value of talking', 'feeling at ease and understood', and 'reluctance to comment on negative aspects of therapy.' Implications for counselling psychology, limitations and avenues for further research are also discussed.

The Appendices of this thesis, p. 181 to end, are not available in the electronic version of this thesis. The unabridged version can be viewed at the University of Leicester Library.

For people with mental health problems gaining employment is a significant factor in social inclusion and often seen as an indication of mental well-being. Mental health services are dominated by a medical model of illness which focuses on the control of symptoms. In recent decades, service users have written about their experiences of "recovery" from mental illness. Recovery is about the subjective experience of wellness and can exist even if symptoms remain. This research was designed following an observation that employment seemed to be a significant factor in people's recovery. Research was conducted to explore the relationship between employment and recovery. A grounded theory approach was used to gather and analyse data from nine participants who live in the north of England and have experience of unemployment and mental health problems, but who are now in a process of recovery and are employed. Semi-structured interviews and a workshop were conducted. Data were transcribed and analysed using Nvivo software. Many of the well documented recovery themes were evident in the data. In addition participants talked about factors which make employment either 'toxic' or beneficial to mental health recovery. The research indicated that unemployment and the wrong work at the wrong time are damaging to mental health and result in reduced prospects of gaining employment; the right work at the right time perpetuates a process of wellness and valued employment. Factors significant in understanding why the right work at the right time is beneficial to recovery are induced from the data. These factors are set out in a matrix and used to consider some implications for practice.

No description available.

Text in Afrikaans / In this study a description of the development of meaningful alternative constructions has been provided. The development of meaningful alternative descriptions of a painful situation within which people find themselves could create the possibility of movement taking place. · The development of alternative descriptions was discussed by means of the following components of a therapeutic conversation: The therapist uses the different punctuations of the family in their description of the problem and takes complementary descriptions into consideration. (Punctuation/complementation.) In the description of alternative realities the therapist uses a language that creates hope for change. (Reframing.) The therapist listens to the family with respect and endeavours to hear the family's themes, to understand and to use them. (Language.) The therapist, by asking questions of which the answers facilitate further questions, accepts the responsibility to facilitate discussions that encourage participation in the therapeutic process. (Participation/questions leading to further questions.) The discussion was based on a constructivist approach. A case history was described to illustrate how meaningful alternative descriptions were developed in a therapeutic conversation. / In hierdie studie is 'n beskrywing van die ontwikkeling van betekenisvolle alternatiewe konstruksies gegee. Die ontwikkeling van alternatiewe beskrywings vir 'n pynlike situasie waarin mense hulle bevind kan die moontlikheid skep dat beweging plaasvind. Die ontwikkeling van alternatiewe beskrywings word bespreek aan die hand van die volgende vier komponente van 'n terapeutiese gesprek: Die terapeut gebruik die verskillende punktuasies van die gesin in hulle beskrywing van die probleem en neem komplementerende beskrywings in ag. (Punktuasielkomplementering.) In die beskrywing van alternatiewe realiteite gebruik die terapeut 'n taal wat die hoop op verandering skep. (Herformulering.) Die terapeut luister met respek na die gesin, en poog om die gesin se temas aan te hoor, te verstaan en te gebruik. (Taal.) Die terapeut neem, deur vrae te vra waarvan die antwoorde tot verdere vrae aanleiding gee, die verantwoordelikheid op hom om gesprekvoering te fasiliteer wat deelname aan die terapeutiese proses aanmoedig. (Deelname/vrae wat aanleiding gee tot verdere vrae.) Die bespreking is gebaseer op 'n konstruktivistiese benadering. 'n Gevallestudie word beskryf om te illustreer hoe betekenisvolle alternatiewe beskrywings in 'n terapeutiese gesprek ontwikkel is. / M.A. (Social Work)

Text in Afrikaans / In this study a description of the development of meaningful alternative constructions has been provided. The development of meaningful alternative descriptions of a painful situation within which people find themselves could create the possibility of movement taking place. · The development of alternative descriptions was discussed by means of the following components of a therapeutic conversation: The therapist uses the different punctuations of the family in their description of the problem and takes complementary descriptions into consideration. (Punctuation/complementation.) In the description of alternative realities the therapist uses a language that creates hope for change. (Reframing.) The therapist listens to the family with respect and endeavours to hear the family's themes, to understand and to use them. (Language.) The therapist, by asking questions of which the answers facilitate further questions, accepts the responsibility to facilitate discussions that encourage participation in the therapeutic process. (Participation/questions leading to further questions.) The discussion was based on a constructivist approach. A case history was described to illustrate how meaningful alternative descriptions were developed in a therapeutic conversation. / In hierdie studie is 'n beskrywing van die ontwikkeling van betekenisvolle alternatiewe konstruksies gegee. Die ontwikkeling van alternatiewe beskrywings vir 'n pynlike situasie waarin mense hulle bevind kan die moontlikheid skep dat beweging plaasvind. Die ontwikkeling van alternatiewe beskrywings word bespreek aan die hand van die volgende vier komponente van 'n terapeutiese gesprek: Die terapeut gebruik die verskillende punktuasies van die gesin in hulle beskrywing van die probleem en neem komplementerende beskrywings in ag. (Punktuasielkomplementering.) In die beskrywing van alternatiewe realiteite gebruik die terapeut 'n taal wat die hoop op verandering skep. (Herformulering.) Die terapeut luister met respek na die gesin, en poog om die gesin se temas aan te hoor, te verstaan en te gebruik. (Taal.) Die terapeut neem, deur vrae te vra waarvan die antwoorde tot verdere vrae aanleiding gee, die verantwoordelikheid op hom om gesprekvoering te fasiliteer wat deelname aan die terapeutiese proses aanmoedig. (Deelname/vrae wat aanleiding gee tot verdere vrae.) Die bespreking is gebaseer op 'n konstruktivistiese benadering. 'n Gevallestudie word beskryf om te illustreer hoe betekenisvolle alternatiewe beskrywings in 'n terapeutiese gesprek ontwikkel is. / M.A. (Social Work)