By Phil Clayton, Julie Lloyd (eds.)
Individuals: Val Crowley, Pamela Mount, Hilary Brown, David Wilberforce, Simon Crowther, Perry Morrison, Steve Potter, Helen Elford, Nicola Murphy, Jo Varela, Michelle Anwyl, Zoe Ball
With various case examples and contributions from skilled clinicians, this publication introduces Cognitive Analytic treatment (CAT) in useful, uncomplicated language, and for the 1st time courses readers on the way to use it with individuals with highbrow disabilities.
CAT is more and more known as an efficient process for operating with individuals with highbrow disabilities. It specializes in staring at and describing usual styles of the way the buyer pertains to others, how they behave in relationships and the way they see themselves. through contemplating how those styles first built and the way they are often revised in a extra positive course, CAT can motivate switch to ensue because the results of more healthy relationships. The members describe in common phrases how CAT can be used with individuals with highbrow disabilities, and supply CAT instruments tailored in particular for this buyer crew. CAT and autism, CAT with individuals with highbrow disabilities in forensic settings and CAT with survivors of family abuse who've highbrow disabilities also are explored intimately.
This is key interpreting for any clinician wishing to take advantage of CAT with individuals with highbrow disabilities, together with psychiatrists, psychologists, psychotherapists, social staff and help staff, in addition to execs throughout forensic services.
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Additional resources for Cognitive Analytic Therapy for People with Intellectual Disabilities and their Carers
It might be that carers are ‘pulled into’ reciprocal roles that increase the possibility of conflict, thereby creating an environment that is ‘anti-therapeutic’. The carers may become demoralised, confused and perhaps feel helpless and useless. There may be ‘splitting’ in the staff team, whereby team members become mistrustful of each other, ‘orchestrated’ by the patient to meet an unmet need. It is here that the shared reformulation is able to help in locating what role the carer is being drawn into and finding a way to describe how the team as a whole can respond; see Clayton (2001, 2010), Fisher and Harding (2009), Lloyd and Williams (2003), Murphy (2008).
It opens with a chapter by David Wilberforce, which explores the problems faced by people who require care and how we relate to this. Wilberforce illustrates his journey towards finding out the meanings of being cared for and of being a carer through a number of case studies, both from his clinical work and his reflection on a tiny everyday incident that happened whilst he was out walking. Chapter 9 by Helen Elford and Zoe Ball, describes a CAT approach to working with staff teams, especially staff in assessment and treatment services and staff working in community services, with people whose relationships and behaviours are challenging.
However, there are no session-by-session manuals as CAT involves using a collaborative approach to tackle problems, rather than going through a pre-set menu. Having a general structure acts like scaffolding to hold up and support what happens and to reduce the risk of a therapy getting stuck. A Cognitive Analytic Therapy is divided into three main phases. The first is the reformulation phase involving assessment and arriving at a joint understanding of what the problems are. This may take at least a quarter of the agreed sessions.