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Consider that touching elicits a sensation, a feeling, for both the one touching and the one touched. How is this sensation experienced by each? Already I am looking at the action of touching and being touched between person and person; because touching a chair, for example, does not illicit an experience between person and object in that the object does not experience the touch, the touch is not reciprocated.
Yet, in my experience there are situations where the client may well be numb to the extent that the person senses nothing at the body boundary. Individuals will sometimes cut their skin for the purpose of wanting to feel.

Source

Category

Page

Quotation

Lobb 2007

Adjustment

the contact boundary is the place wherecreativity(which expresses the uniqueness of the individual) can be combined withadjustment(which expresses that reciprocity which is necessary to social living).

Perls et al 1951

Anxiety

P231

Dream, as an activity, is experienced by all humans; indeed this is believed to extend to all mammals. The evidence for this is based on the physiological, chemical and neural activity observations and measurements. The requirement usually associated to dreaming is for the body to be experiencing Rapid Eye Movement (REM) sleep.

For being in the role of a therapist is what all the work to date has been about and is culminating in.

I wonder about the excitement I feel for being on the cusp of diploma qualification, and the apprehension that this piece of work is the final chapter in this script.

More than the excitement and apprehension, though, is a sense of confidence that I am capable of achieving this qualification, and more. Reflecting on this I recognise an acceptance within myself of my capacity to achieve and also an acceptance from tutors and peers that this achievement can be mine.

Introduction

The article, Researcher as Instrument Brown J. R., (1997), discusses the merits of working with qualitative researchers using a Gestalt approach to help train these researchers to conducting better research.

Introduction To explore the importance of research for Gestalt Psychotherapy requires to first providing an understanding of what Gestalt Psychotherapy is and secondly to understanding the meaning, type and purpose of research.

Introduction

Touch has a greater significance in the therapeutic process than most other actions in that its use remains controversial and often approached with caution. My intention is to evaluate the role of touch in the context of the clients process through a case example. In this I acknowledge much may be done without touch however I intend to point out how powerful and restorative the intervention with touch can be.

Therapeutic Approach

Gestalt Psychotherapy

Gestalt psychotherapy approaches the world of the client from a stance of accepting the client as they are. That the client is being as they are, in the best possible way, through having adjusted and adapted their life experiences.

The Gestalt approach rests on the belief that anyone can, if they want to and have sufficient support, learn how to function in life with greater skill and satisfaction (Parlett and Hemming, 1996, p197)

The question of this assignment is to discuss what it is that provides and leads to how each of us might perceive the world around us; to discuss what it is that allows each of us to interpret what is, apparently, a common experience.

In putting this to a reflection in a mirror is to suggest that our perception of the world is a subjective experience.

Introduction

I will define Self and Contact (with boundary) placing this in the context of Gestalt theory. With this as my backdrop I will explore the issue of discovery and elaborate on how the process of contact and self relate to the concepts of figure and ground, and the cycle of awareness, discussing this in relation to my personal experiences.

Gestalt Theory

To explore meaningfully the ideas of Self, Contact Boundary, and whether there is discovery of one with the other it is necessary to reflect on the vehicle in which we journey.

Working with Adolescents:The adolescent, we might say, struggles to escape from childhood*
Cummings, E. E., (1971) Six Nonlectures. Antheneum, New York... remember one thing only: that it's you - nobody else - who determine your destiny and decide your fate. Nobody else can be alive for you nor can you be alive for anyone else.

Embracing The Adolescent; The Teenager

Cummings, E. E., (1971) Six Nonlectures. Antheneum, New York... remember one thing only: that it's you - nobody else - who determine your destiny and decide your fate. Nobody else can be alive for you nor can you be alive for anyone else.
Working with Adolescents:The adolescent, we might say, struggles to escape from childhood*

In working with adolescents / teenagers I bring my experiences of working with 11 - 16 year old school students.

Based on: Panic Attacks and Postmodernity: Gestalt Therapy Between Clinical and Social Perspectives. Gianni Francesetti (Editor)2007

Those suffering panic attacks tend to describe their condition as something unsayable. This unsayability would seem to lie at the very heart of the panic attack experience.

The unsayable is in the very essence of the panic attack; defying the logic of the experience - in every other sense the client 'knows' (mostly) they are not going to stop breathing; not going to have a heart attack; is not going to suffocate.

Existentialism

The Historical Roots of Gestalt Therapy Theory

Rosemarie Wulf

http://www.gestalt.org/wulf.htm

CHANGE:

Resistance: Stability versus Change

Contacting Process

Contact with anything not novel - not different - does not require adjustment because the familiar, by definition, has been adjusted to (either by integration or rejection).

Based on reading from Gestalt Counselling in Action by Petruska Clarkson

Different reading have given variations on the phrasing or naming of the turn around of events or experiences that make up the phases of contact by the self with the environment.

Additionally the full context and meaning is better brought out in consideration of the creative-adjustment styles in this cycle, so read in conjunction withCycle Disturbance

10 per cent of teenagers aged 15 and 16 years old have deliberately self-harmed - seven per cent in the previous year.

The majority, more than 64 per cent, of those who self-harm cut themselves.

Girls are nearly four times more likely to self-harm than boys.

The most common reason given was 'to find relief from a terrible situation,' the least common reason was 'to get my own back.'

41 per cent of those who self-harm seek help from friends before acting.

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The Basics about Panic Attacks - Introduction

Cummings, E. E., (1971) Six Nonlectures. Antheneum, New York... remember one thing only: that it's you - nobody else - who determine your destiny and decide your fate. Nobody else can be alive for you nor can you be alive for anyone else.
The full, original, text for this article appears in the table below this 10 point summary:

By Reece,Colleen L., (1995)

This article first appeared in the September, 1995 issue of Focus on the Family magazine.

Ten Things Your Teen Is Reluctant To Tell You:

Re-visiting and re-energising our self through the

Exploration

Into

The meaning of

SELF

Through the Perspective

of

Gestalt Psychotherapy

A CPD workshop with Gestalt Training Group. June 2007