In counseling and therapy, inclusion has always had a very positive connotation or a very negative connotation, depending on how you look at it. Many people believe that ability, while not real behavior, is an essential component of success in all areas of life, including personal development, social skills, and psychological healing.
The “good” side of opportunity often boils down to believing that it can be used to help people who have problems with negative action. So in counseling and therapy, empowerment is “good”. Some people use opportunities to help them overcome bad behavior, while others use them as a way to change other people’s negative behavior towards them.
The "bad" side of permission is usually associated with the negative connotation of being able to "help" someone else to "do what is right." You will often hear the phrase “I allowed this behavior” or “only I could help this person”. So if the counselor says, “My client acted because she was afraid and now she knows she’s okay,” then the opportunity is seen as something that helped her do the right thing. The therapist doesn’t really like the idea that she can’t do something on her own.
However, the “good” side of empowerment is that empowerment brings many positive benefits to both the person who empowers and the people they help. Let me explain. Using a good example, let’s say a counselor in a school district creates a game that encourages students to use one of the most creative, yet most destructive behaviors to help everyone. A student in a classroom where she may have been punished for such destructive behavior can use play to learn to communicate creatively.
With good play to help her work on this behavior, the student is more likely to develop communication and thinking outside the box in social situations. This can help her cope with situations where she may feel that a group member does not accept her destructive behavior. The group may be small – it may be in a one-person class, but the group may include many different people – and all of them will benefit from this activity.
If so, the district administrator might see this example and think that by helping the student improve his communication skills, she is helping her too. and helping your group of students become more receptive to each other.
Now imagine another bad example. Suppose that the adolescent’s behavior interferes with the social activity of her friends, and she is afraid to leave the house because of her bad behavior, she is afraid to leave her room alone and cannot communicate with other friends. …
In a therapy situation, the counselor can help the adolescent create a play that allows her to show her friends how to express her creativity without doing anything that will upset the group, and then helps her find ways to let go of her bad behavior by using her imagination and creativity instead. own life. Then, as a reward, the group can give up the idea that giving up their bad behavior will solve any of the problems.
This example shows how we can get so much benefit, even if we exclude some negative aspects of our behavior from social conditions and our interactions. When we encourage others to give up what makes them bad, they are more likely to take responsibility for themselves and their behavior.
Even in social groups, we need to let go of what makes us feel uncomfortable in order to grow as people. It is easier to do this when we are not afraid of hurting another person or hurting ourselves in order to do it.
As a result, we are more likely to help each other and learn to help ourselves. different ways. Our ability to help others will grow and become more useful, not only as adults, but also as people with whom we can become closer by interacting with them in future situations.