Counseling for the specially-abled and health impairments

 Specially Abled: Meaning-cum-Definition 

            "Specially abled" is a term used to describe individuals with physical, intellectual, or developmental disabilities or impairments that may affect their mobility, sensory perception, communication, or cognitive functioning. The term "specially abled" is often used instead of "disabled" or "handicapped" to highlight the unique abilities and strengths of individuals with disabilities, rather than focusing solely on their limitations. It means that someone has different capabilities from the average person. It’s an umbrella term and can be used to describe a wide spectrum of disabilities.

Health Impairments: Meaning-cum-Definition.

            "Health impairments" refer to a range of medical conditions that can impact an individual's physical, mental, or emotional health, and may limit their ability to carry out daily activities. For example, chronic illnesses such as diabetes, heart disease, or cancer, as well as mental health conditions such as depression, anxiety, or schizophrenia etc.

            Health impairments also include physical disabilities such as mobility impairments, hearing or vision loss, or chronic pain conditions.

Points to remember for the Counsellor.

1.         Avoid language that “pities” people with disabilities.

2.         Always use non-offensive language.

3.         People learn in many different ways, and people have many different abilities.

4.         Remain calm, quiet and have lots of patience.

5.         Be an active and genuine listener.

6.         Be mindful of general counselling principles.          

Strategies for Counselling

1. Build trust - The trusting relationship with the client is important in dealing with a chronic or serious medical condition. Building trust requires active listening, empathy, and validation of their experiences.
2. Focus on strengths - Encourage clients to identify their strengths, talents, and coping strategies, even in the face of health challenges. This can help them feel more empowered and confident in their ability to manage their health.
3. Address emotions - Health impairments can trigger a range of negative emotions, such as anxiety, depression, anger, or grief. Acknowledge and address these emotions carefully.
4. Family and Friends – Train family and friends, if possible, to have empathy rather than sympathy. Ask them to promote inclusiveness, give responsibilities include in family and friend discussions, desist from giving special treatment and listen to her/him.
5. Encourage self-care - Encourage clients to prioritize self-care, such as eating well, exercising, getting enough rest, and managing stress. Provide practical tips and resources to support their self-care efforts.
6. Active collaboration with medical professionals - A collaborative action with medical professionals involved in the client's care, such as physicians, nurses, or social workers ensure a speedy recovery.
7. Flexible and accommodative approach - Health impairments can often impact the client's ability to attend counselling sessions, so be flexible in scheduling and providing alternative options for sessions, such as phone or online counselling.
8. Family and Friends – Train family and friends, if possible, to have empathy rather than sympathy. Ask them to promote inclusiveness, give responsibilities, include in family and friend discussions, desist from giving special treatment and listen to her/him.

Real Life Strategies

1.         Engage or suggest the child in traditional recreational play and games, in psychological jargon this technique is known as play therapy. Play and games promote all the domains of development. For example, fine motor and gross motor skills, visual-motor coordination, kinesthetic and tactile skills are essentially exercised in play, thus ensuring their promotion and development.

2.         Artwork – Art is excellent communication tool. Helps in expression of thought, feelings, perception and reaction to the environment. Drawings are used for current psychological functioning and for expressing present concerns and conflicts.

Some of the art themes

Ø  Draw yourself and your family doing something you enjoy doing together.

Ø  Draw a picture of your most important festival.

Ø  Draw your picture when you play.

Ø  Draw your picture at school. What do you like about school?

Ø  Draw a picture of what you want to be when you grow up.

3.         Use of specific forms of punishment paradigms such as ‘time-out’ and ‘response-cost’. These paradigms are more often used for suppressing undesired or problem behaviours. For example, in ‘time-out’, whenever the child throws a temper tantrum, he is removed from the company where he throws his tantrum and sent into a room where he is isolated for a brief period of 5–10 minutes. Or whenever an aggressive child hits people, he loses his privileges (such as chocolates), which he has earned through good behaviour as the ‘response cost’.

4.         Counsellor must carefully assess whether to address the situation or the child. It has been observed that slight modification in the situation is sufficient to evoke desired results.

5.         Reassurance, encouragement, and genuine praise help restore faith in the Self and strengthen internal motivation.

6.         Share the strategies which allow the individual to focus on strengths rather than weaknesses. One of the best strategies is to transform weakness into strength.

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