Herausgeber: Dipl. Päd. Bernd Ulrich
Fachvorträge, Einführungen und Fortbildungen aus zahlreichen Wissenschafts- und Lebensbereichen, Bibliothek und Kultur-Archiv wertvollen Menschheitswissens
Herausgeber: Dipl. Päd. Bernd Ulrich
Fachvorträge, Einführungen und Fortbildungen aus zahlreichen Wissenschafts- und Lebensbereichen, Bibliothek und Kultur-Archiv wertvollen Menschheitswissens
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How schema therapists work with parts of the self to bring about corrective experiences in the deep structure of personality Early schemas set up in the attachment system in infancy and childhood run automatically and implicitly. They incorporate what Bowlby aptly called "working models" of self in relationship to others and of how the world works. When, for whatever reason, parents or caretakers cannot meet the child's basic needs, schemas are maladaptive and become the source of long-lasting problmatic patterns of cognition, emotion and behaviour. Practical cognitive and behavioural interventions often fail because they cannot reach these implicit maladaptive schemas and change them. In schema therapy, identifying parts of the self (which we call schema modes) is a first step in preparing the way for creating corrective experiences at the deep structural level...
Schema therapy was developed by Jeffrey Young for work with complex and challenging cases that do not respond to brief treatments. Intervention is planned on the basis of a developmental understanding of longstanding self-defeating patterns (early maladaptive schemas). Work with schema modes allows for a shared formulation of the basis of client’s conflicts. Treatment is strategically planned around the tasks of strengthening the Healthy Adult, meeting the needs of and healing the Vulnerable Child, and weakening avoidant modes (such as the Detached Protector or Angry Protector), compensatory modes (such as the Over-controller or Self-aggrandizer), and dysfunctional parent modes (Punitive/Demanding) which interfere with the development of spontaneity and growth. Interventions are drawn from relational, experiential, cognitive and behavioural approaches within an integrative framework and examples will be given of how this works in practice...