An Inquiry Into the Experience of the Dyslexic Transactional Analysis Psychotherapist

Abstract

Social cues, such as eye gaze and pointing fingers, can increase the prioritisation of specific locations for cognitive processing. A previous study using a manual reaching task showed that, although both gaze and pointing cues altered target prioritisation (reaction times [RTs]), only pointing cues affected action execution (trajectory deviations). These differential effects of gaze and pointing cues on action execution could be because the gaze cue was conveyed through a disembodied head; hence, the model lacked the potential for a body part (i.e., hands) to interact with the target. In the present study, the image of a male gaze model, whose gaze direction coincided with two potential target locations, was centrally presented. The model either had his arms and hands extended underneath the potential target locations, indicating the potential to act on the targets (Experiment 1), or had his arms crossed in front of his chest, indicating the absence of potential to act (Experiment 2). Participants reached to a target that followed a nonpredictive gaze cue at one of three stimulus onset asynchronies. RTs and reach trajectories of the movements to cued and uncued targets were analysed. RTs showed a facilitation effect for both experiments, whereas trajectory analysis revealed facilitatory and inhibitory effects, but only in Experiment 1 when the model could potentially act on the targets. The results of this study suggested that when the gaze model had the potential to interact with the cued target location, the model's gaze affected not only target prioritisation but also movement execution.

Examination of A Psychoeducational Program for Increasing Self-Esteem in Students with Diagnosed Learning Disabilities

“…Also, when different studies are examined, it is observed that psychological counseling with individuals with learning disabilities and conscious awareness-based groups affects individuals' quality of life, good levels of well-being, and psychological well-being (Burns & Waite, 2019;Cook et al, 2019). Baker and Widdowson (2020) found that transactional analysis-based psychotherapy practices in adults with dyslexia may be effective in the psychological problems experienced by adults with dyslexia. Furneaux-Blick (2019) has revealed that the use of art therapy in students with learning disabilities contributes to students' self-esteem and self-confidence.…”

“…Mishna ve Muskat (2004) öğrenme güçlüğü olan çocuklarda grupla psikolojik danışma kullanımının olumlu yönlerine dikkat çekerek güven, iletişim ve grup sürecinin iyi yönetilmesine dayalı terapötik unsurların dikkatle yapılması durumunda çocukların iyi oluş düzeylerinde, sosyal ilişkilerinde, öz yeterliliklerinde ve benlik saygılarında yükselme olacağını ifade etmiştir. Literatür incelendiğinde çeşitli psikolojik danışma yaklaşımlarının öğrenme güçlüğü olan bireylerde etkili olduğunu ortaya koyan araştırmaların yer aldığını görmek mümkündür (Baker & Widdowson, 2020;Burns & Waite, 2019;Cook vd., 2019;Furneaux-Blick, 2019;Smith, 2005). Yurtiçi ve yurtdışı literatür incelendiğinde öğrenme güçlüğüne ilişkin önleyici ve müdahale edici çalışmaların sayıca yetersiz olduğu görülmektedir.…”

Transactional Analysis Psychotherapy with Clients who are Neurodivergent: Experiences and Practice Recommendations

“…They also reflect on the potential shaming nature of behavioural interventions in therapy with neurodivergent individuals, questioning instead whether 'neurodivergent behaviours' are themselves survival strategies that have kept the individual 'safe' and therefore need to be accepted and honoured, rather than 'spotted' as drivers (Kahler, 1975) that need to be 'reduced' or changed. Baker and Widdowson (2019) researched the experiences of psychotherapists with dyslexia. Themes identified included: difference and shame; strategies created for developing resilience; ambivalence around the label 'dyslexia'; and impact on the therapeutic relationship.…”