Abstract
We describe our experience of running a group using active therapy techniques for adults with a teaming disability, and briefly explore cognitive developmental theory in an attempt to understand some of our observations.
Highlights
We describe our experience of running a group using active therapy techniques lor adults with a learning disability, and briefly explore cognitive developmental theory in an attempt to understand some of our observations
Despite positive accounts of psychotherapeutic groups for adults with a learning disability (Pantlin, 1985; Hollins & Evered, 1990; Gravestock & McCauley, 1994), most therapies offered to these individuals are based on beha vioural or social-skills training (Matson, 1984), supportive counselling or medication
Active methods are appropriate for individuals with a learning disability since they encourage participation by all group members and facilitate the development of self expression
Summary
We describe our experience of running a group using active therapy techniques lor adults with a learning disability, and briefly explore cognitive developmental theory in an attempt to understand some of our observations. In recent years have active methods including use of psychodrama, dramatherapy and role-play been described (Brudenell, 1987; Sprague, 1991). Active methods are appropriate for individuals with a learning disability since they encourage participation by all group members and facilitate the development of self expression. Through the use of role-play, gaming and im provisation, new and old encounters can be experienced and rehearsed, and lessons learnt (Brudenell, 1987). While working as a registrar (G.S.) and a consultant (S.A.) within a community team caring mainly for adults with a moderate learning disability, we set up and ran a seven-week closed group using active therapy techniques
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