The Process of Counselling Individuals with Learning Disability - Term Paper Example

Is counselling for people with learning disabilities inclusive Executive summery The counselling processes of people with learning disabilities require more than one hand. A joint responsibility in the process of counselling individuals with learning disability proves to be effective. Several characteristics support this (Warner 2006) and those with experience with learning disability become useful in ensuring a collective support for people with learning disability. Their experience can come handy in helping their peers as well as the efforts of the counsellors, clinical experts and the parents of those with learning disabilities. Dawson (2003) argues that people with learning disability interact with others and may have various talents other than in the field of learning they should therefore not be ruled out to have no contribution in the community. After efficient skill sharpening and counselling, they can be involved in various events other than being guided. They therefore feel appreciated and gain courage in the process facilitating the various aspects of counselling put into practice. Identification of the type of learning disability may help in categorising the counselling group or manner to be adopted. Thus the process becomes inclusive in all dimensions. In this review analysis, the method to be applied will include research based on internet websites in order to obtain different findings and opinions of other counsellors. This includes the research on journals posted in such related websites. Another procedure will be the finding as per various government postings concerning this kind of counselling. There will be a review of findings from research carried out by other researchers in this field. According to Cresswell (2009) personal observation and analysis of various methods applied in this area of jurisdiction. Another method that will be put into use in this research will include the use of software for data analysis. Introduction This document is a research paper review that contains analysis of various documents in relation to the topic. The parameters of the initial search included the use of internet service in searching web materials in relation to the topic of study. Various books were also used including journals and newspapers. Most peer reviewed journals available in the internet databases were also put into use. Different researchers have carried out analysis of data collected in relation to counselling those with learning disabilities. From these researches, it has been evident that the process is more of inclusive than not. It will be discussed in the subsequent sections that research indicates that more than one person can get involved in the process of counselling. As such, this document makes it clear that sharing of information is mandatory for relevance of counselling. Besides, those with learning disabilities can take part in the process by guiding peers from their experiences. The research methods used in the writing of this review document relied on the internet sources and hard copies of various journals and books. Hodges (2003) argues that the various parties who take part in the counselling process includes the parent who provides information, the clinician who does diagnosis for identification of the problem and the councillors who take part in the process. It has been argued (Frankland & Sanders 1995) that, other important participants are the people around these individuals with whom they interact with in a daily basis. Findings and discussion In most cases, the people with learning disabilities who have undergone training hold skills that professionals rarely achieve. This is evident by the fact that people with learning disabilities are capable of guiding and counselling their peers’ or rather fellow people with learning disabilities. Wamer (2006) argues that this is done in relation to the experience they have in living with learning disability. These skilled people with learning disability contribute to the professional knowledge enrichment in the counselling process. Banks (2003) maintains that, these individuals supplements to professional counselling in that, personal experience is shared on a first hand which is not achievable by professionals who have no learning disabilities. It coils down to the peer to peer counselling being the most applicable and efficient mode of counselling for these individuals and social settings. It has been shown (Bender 1993) that the methods of counselling based on experience includes the people with disability counselling their fellows, in the process they gain more experience thus being able to handle the same in a better way when come across in future. Denscombe (2010) considers that training of these individuals requires participation of various stake holders who must have an understanding of the challenges faced by these individuals. Counselling people with learning disabilities Counselling in this context refers to efforts towards achieving perfection. According to Thomas & wood (2003), among those with learning disability, there are various gifts that they may be having. These gifts can be identified and with proper counselling, put into proper use. Brandon (1989) argues that, in most cases, the people with learning disabilities may experience lots of challenges in different places hence the need for counselling. Among these problems are the feeling of dependence and low self concept and coping with the discrepancies in their state. As a result, frustrations may result thereby causing anger and resentments. Thus, counselling becomes useful in giving attention to their emotional and social needs. This can effectively be done by fellows who are trained in the sector. This can be carried out for groups or individuals regarding to the specific needs that maybe identified by the counsellors; this has received support (Corbet, 2003). Both these have advantages; group counselling ensures that the people with disability have a feeling that they are not alone in that state other than learning from each other. However, those among them who may require special attention may be separated when need arise in order to attend to them separately. Thus, unique problems can be addressed as required at professional level. Parents must also receive counselling on how to handle their children with learning disabilities. It has been acknowledged (Trotter-Mathison, Koch, Sanger, & Skovholt 2010) that, the result in this case is a wider understanding of the needs of those with learning disability. People who are always within their surrounding like friends and relatives may also take part in the process in order to have them in check and assimilated into their various communities. Pattison (2005) linked the idea with the fact that accommodating these people with learning disability makes them feel appreciated despite their conditions. Thus, including various people trained on different level in the counselling process proves to be an important tool. Learning disabilities According to Roger (1961), at the early stages, speech and language challengers indicate learning disabilities. Diagnosis to follow in these disorders includes developmental articulation, developmental expressive language, and developmental receptive disorders. The individuals with learning disabilities develop academic skill disorders which is realised in the way they read, write and do their arithmetic. Attention disorder is also a problem that hinders them from focusing on specific activities instead; they appear to be day dreaming. This does not rule out the fact that a person may have more than one learning disability. In many cases, it can take a significant amount of time for problems to be identified and therefore, diagnosis can be delayed. As suggested by Cooker (2008) most of these people with attention disorder have hyper reactivity and low patience levels thus prone to interruptions and injuries. This develops into restlessness at adolescence requiring guidance and monitoring. This disorder can impair school performance thus; support from other people becomes a necessity especially in counselling. As suggested by O’Hanlon & Beadle (1999), most of these disabilities can be alleviated with through counselling that ensures that the victims lead more fulfilling lives rather than feeling despised. According to (Oliver 1995), through professional counselling methods, the other talents that they may be having can be identified and made use of in the. Ignoring individual abilities and focusing on disability is a waste of resources and must be avoided. To ensure this, they must be involved in activities that they are good at other than training them appropriately on the identified talents. In counselling, the people with learning disabilities can be counselled at different stages in life depending on their personal histories. This statement receives support (Freud 1904 pp249-270) including the way in which they relate with others and their problems in the process understood in the process of socialising with them. Medical professionals also take part in the involvement of these individuals in normal daily activities. These personnel can take part in the process by looking into abuse, mental illness, sexual relation, relationship within peers and bereavements. As such they also take part in the counselling process. Possible assimilation methods and benefits Counselling helps the people with learning disabilities to cope with their environment and have an understanding of their situation. Counselling looks into human dignity such that the people with learning disability are handled with fairly. They also end up carrying themselves in dignity after proper counselling. As a result, they are given chance to take part in various activities normally despite their condition. It has been implied that, counselling helps in building confidence and courage (Corbett 2003). Counselling people with learning disabilities can increase confidence and courage therefore enabling participation in a range of activities and developing individual talents. Counselling offers help at personal level and this has been established by Emerson (2009) argued that that, the counselling process can focus on a specific issues in order to find the best individual solution even though eliminating the condition is not a possibility. Family involvement in the process facilitates understanding, which helps both the client and wider family in their daily activities. According to Mackey & Nancarrow (2006), the public policies regarding human rights advocates for the involvement of persons with disabilities in various events and undertakings in the society. Counselling can help to intergrate clients with learning difficulties within local community and society in general. Department of Health website (2001) has details of most workers who take part in counselling these individuals. The number of individuals with learning disability has increased significantly in the recent years thereby causing an increase in the number of counselling institutions. The government on the other hand facilitates the process in different ways including health professionals in the issue. The government also encourages the counselling of these individuals by psychotherapy, which requires intimate interaction with these individuals. A more positive perspective that includes research work concerning the same has approached this. Grande & Bayne (2006, pp31-34) acknowledges that people with learning disabilities fallen a victim of sexual assault in some cases thus, the need to handle them with urgency lest they continue experiencing the torture related to these. Research made by McLeod (2010) on counselling indicates that the counsellors assigned to handle most cases lack understanding of most situations in the cases of learning disabilities. Instead, they look into benefits associate to counselling rather than to the victims. Non-discrimination of the people with these disabilities is a key point to be noted by the councillors. Action as per the ethics and laws of the counsellors is not questionable. Therapists have given suggestions on the manner in which the people with disabilities can take part in ensuring that their peers have a well-being in the society with their conditions. Marginalization, therefore, is seen not to have a place in counselling since the enemy being fought in this case is feeling that some people are less human. Consent and referral must play part in the process of including various stakeholders. Oliver (1995) who urges that, at the assessment level, consent must be sought has established this. This should not be done in the absence of the knowledge of the client. Information sharing is a necessity during referral in order to deal in efficient counselling. Clear lines of communication are required which includes the client and their parents or carers, whilst ensuring appropriate boundaries are maintained in line with ethical principles. People with learning disabilities must also be involved in understanding the need for increasing their knowledge thus being able to be inclusive in training and support delivery for purpose of working in this sector. Funding for such counselling projects is a requirement and may include charities from various individuals and groups. It is apparent that the process of counselling for people with a learning disability is inclusive. There are many stakeholders who need to share information for its efficiency to be ensured. The fact that information flow is enabled is a factor of inclusion. The other factor is the participation of people with disability in the process of counselling. As such, their experience in various challenges with the condition is shared thus including them counts as an importance in the process of caring out the counselling Palmer & Woolfe (2000) maintains that, specialists in various clinical fields take part in ensuring that the counselling is efficient. The government takes part in ensuring that people with learning disabilities are catered for. The community at large makes donations towards sustaining the counselling centres this way, they get included in the counselling process indirectly. Taking sole role in counselling is not possible without support from experts and skilled personnel. People with skills but have learning disability may be involved either directly or indirectly in the counselling process. The counsellors may choose to take part voluntarily with no experience; thus, training becomes an essential tool. The training involves those with disability of learning and aligned to help the rest who have no skills but suffer from learning disability. All these factors explain the extent in which the counselling process is inclusive. References Costello, P M 2011, Effective Action Research: developing reflective thinking and practice, Contunuum, London. Warner, H K 2006, Meeting the Needs of Children with Disabilities, Routledge, Oxon. Cresswell, J 2009, Research Design, qualitative, quantitative and mixed methods approaches, Sage, London. Banks, R 2003, Psychological Treatments for People with Learning Disabilities Medicine Publishing Company, viewed 12 March 2012 Dawson, C, 2009, Introduction to research methods: a practical guide for anyone undertaking a research project, (4th Edition.), How to Books, Oxford. Bender, M 1993, the Unoffered Chair: The History of Therapeutic Disdain towards People with a Learning Difficulty Clin Psychological Forum. 54. 7-12 Denscombe, M, 2010, the Good Research Guide for Small-Scale Social Research Projects, (4th Edition), Open University Press, Bucks. Thomas, D & Woods, H 2003, Working with People with Learning Disabilities Theory and Practice, 2nd Edition. Jessica Kingsley Publishers, London. pp. 11 Brandon, D (Ed) 1989, Mutual Respect: Therapeutic Approaches to People who have Learning Difficulties,Good impressions, Surbiton Surrey. Corbett, A 2003, ‘The Psychotherapeutic Needs of People with Learning Disabilities who have been Sexually Abused’ The Journal of Adult Protection, vol. 5 no3, pp.28-33. Trotter-Mathison, M, Koch, JM, Sanger, S & Skovholt, TM 2010, Voices from the Field. Routledge, New York. Hodges, S 2003, Counselling Adults with Learning Disabilities, Palgrave Macmillan, New York. Pattison, S 2005 ‘Making a Difference for Young People with Learning Disabilities: A Model for Inclusive Counselling Practice’ Counselling and Psychotherapy Researc,. Vol.5, no.2pp. 120-130. Rogers, CR 1961, On Becoming a Person: A Therapist’s View of Therapy, Constable & Co, London. Cooker, C 2008, Essential Research Findings in Counselling and Psychotherapy, Sage Publications, London. Oliver, J 1995, ‘Counselling Disabled People: a Counsellors Perspective’ Disability & Society: vol.10 no. 3 pp. 261-279. Palmer, S & Woolfe R 2000, Integrative Eclectic Counselling and Psychothera,. Sage Publications, London. Grande, L & Bayne, R 2006, ‘Adult Dyslexia the Challenge to Counsellors’ Therapy Today: vol. 17 no. 3 pp. 31-34. Grant, G, Ramcharan, P, Flynn, M & Richardson, M 2010, Learning Disability A life Cycle Approach. 2nd Edition, Open University Press, Maidenhead. Department of Health, 2001, Valuing People: A New Strategy for Learning Disability for the Twenty – first Century. Towards Person Centred Approaches. Planning with People: Guidance for Partnership Boards, Department of Heahl, London. Mackey, H &Nancarrow, S 2006, Enabling Independence A Guide for Rehabilitation Workers, Blackwell’s Publishing Ltd, Oxford. Corbett, A 2003, ‘The Psychotherapeutic Needs of People with Learning Disabilities who have been Sexually Abused’ The Journal of Adult Protection, vol.5 no. 3, pp. 28-33. Emerson, E 2009, Estimating Future Numbers of People with Profound Learning Disabilities In England People with Learning Disabilities in England, viewed 1 March 2012, < http://www.lancs.ac.uk/> Freud, S 1904, Freud’s Psychoanalytic Procedure Standard, edition 7, Hogarth Press, London. Pp. 249-270. Oliver, J 1995, Counselling Disabled People: A counsellor’s perspective’ Disability &Society. Vol.10 no. 3, viewed 21 February 2012, < http://dx.doi.org/10.1080/09687599550023525> Frankland, A & Sanders, S 1995, Next Steps In Counselling PCCS Books Manchester. Pp: 35 McLeod, J 1994, Doing Counselling Research, Sage Publications Ltd, London. McLeod, J 2010, Case Study Research in Counselling and Psychotherapy, Sage Publications Ltd, London. O’Hanlon, B & Beadle S 1999, Guide to Possibility Land, United States of America, Norton Paperback. Read More