Supporting a Post-16 Student with Learning Difficulties Using Human Givens Therapy

Autor/inn/en	Attwood, Samantha; Atkinson, Cathy
Titel	Supporting a Post-16 Student with Learning Difficulties Using Human Givens Therapy
Quelle	In: Educational & Child Psychology, 37 (2020) 2, S.34-47 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	College Students; Learning Problems; Mental Health; Well Being; Psychotherapy; Educational Psychology; Intervention; Outcomes of Treatment; Goal Orientation; Self Efficacy; Student Motivation; Psychological Needs + Suchen Sie Ihr Suchwort? Collegestudent; Lernproblem; Psychohygiene; Well-being; Wellness; Wohlbefinden; Psychotherapie; Erziehungspsychologie; Pädagogische Psychologie; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation
Abstract	Aims: Supporting children and young people who develop mental health difficulties is a central aim of government policy, with statistics suggesting that those with learning difficulties are particularly vulnerable. Educational psychologists (EPs) are well-positioned to offer therapeutic support to post-16 students. This paper provides an example of using human givens (HG) therapy to promote the emotional health and wellbeing of one post-16 student. Method: Within a single case study design, a HG-based intervention was offered to a self-referred, 17-year-old, male student, attending a specialist setting. Qualitative data was collected from multiple sources, including a process transcript of the sessions and researcher field notes, and analysed using thematic analysis. Findings: Within this single case study, data suggested that the HG-based intervention had a positive impact on the student. Specifically, adaptation of the approach helped make achieving the student's self-set goal more accessible within the school context and supported his self-efficacy and motivation. Facilitators identified as supportive in delivering interventions included: use of tangible resources; clear steps to a goal; and embracing silence within sessions. Limitations: This is a single case study design, with one 17-year old participant. The needs of other students, as well as their response to intervention, may vary. The fact that the lead author was the facilitator might engender positive bias. Conclusion: The HG approach used in this paper could provide a template for EPs offering therapeutic support to students with learning difficulties. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01