a post by Christine Hammond for The Exhausted Woman blog [via World of Psychology]
“This is ridiculous,” James said after witnessing his soon-to-be ex-wife losing it because she didn’t get her way. She sounded like a 2-year-old who didn’t get a piece of candy with the same level of irrational reasoning. Her arms were flinging around, she threw a few small objects, her voice raised a couple of octaves, and she puffed out her chest as if she was ready to fight. All of this was over a location adjustment for exchanging their child.
This wasn’t the first time James watched this display. In fact, her erratic behavior greatly contributed to their pending divorce. Her fits of rage were unpredictable, volatile, forceful, absurd, and even threatening. He encouraged her to get help but she refused, insisting that if he just did what she asked then she would never get mad.
Desperate to keep the peace, James even tried giving into her demands. But it was not enough. The more he caved, the more she expected. He became a shell of himself and was embarrassed by his own tolerance for her behavior. Finally after she destroyed his new phone, he had enough of the abuse and decided to end the marriage.
Yet for his daughter’s sake, he wanted to understand why she continued to rage. So he sought out counseling and discovered several possibilities.
Continue reading
Showing posts with label adults. Show all posts
Showing posts with label adults. Show all posts
Friday, 2 March 2018
Monday, 14 January 2013
Enabling access to information by people with learning disabilities
an article by Warren Oldreive and Mary Waight (Berkshire Healthcare Foundation NHS Trust, Bracknell, UK) published in Tizard Learning Disability Review Volume 18 Issue 1 (2013)
Abstract
Purpose
The purpose of this paper is to outline a screening protocol that can be used to support the provision of more accessible information.
Design/methodology/approach
The paper presents a series of four case studies of adults with learning disabilities examining the processes of making information accessible considering their literacy and language skills.
Findings
Screening revealed that four individuals required different mechanisms to maximise their ability to access information provided.
Practical implications
The need to complete relevant screening, devise personalised materials and evaluate success is pivotal in the development of accessible information.
Social implications
The provision of appropriate accessible information with evidenced positive outcomes is fundamental to reducing risk and increasing social inclusion.
Originality/value
This paper summarises a new approach to information provision based on screening, decision making and review. It will be of interest to a range of professionals tasked with the responsibility of providing accessible information to individuals with varying and complex needs who may lack functional literacy skills. This may include completion of capacity screening.
Abstract
Purpose
The purpose of this paper is to outline a screening protocol that can be used to support the provision of more accessible information.
Design/methodology/approach
The paper presents a series of four case studies of adults with learning disabilities examining the processes of making information accessible considering their literacy and language skills.
Findings
Screening revealed that four individuals required different mechanisms to maximise their ability to access information provided.
Practical implications
The need to complete relevant screening, devise personalised materials and evaluate success is pivotal in the development of accessible information.
Social implications
The provision of appropriate accessible information with evidenced positive outcomes is fundamental to reducing risk and increasing social inclusion.
Originality/value
This paper summarises a new approach to information provision based on screening, decision making and review. It will be of interest to a range of professionals tasked with the responsibility of providing accessible information to individuals with varying and complex needs who may lack functional literacy skills. This may include completion of capacity screening.
Subscribe to:
Posts (Atom)
