Considering Boundaries When Doing Therapeutic Work with People Who Are Seeking Asylum: A Reflective Case Study

Autor/inn/en	Cowles, Megan; Griggs, Mary
Titel	Considering Boundaries When Doing Therapeutic Work with People Who Are Seeking Asylum: A Reflective Case Study
Quelle	In: British Journal of Guidance & Counselling, 47 (2019) 1, S.50-64 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2018.1507535
Schlagwörter	Refugees; Trauma; Counseling Techniques; Interpersonal Relationship; Social Influences; Political Influences; Cultural Differences; Supervision; Reflection; Critical Thinking; Affective Behavior; Foreign Countries; Females; United Kingdom + Suchen Sie Ihr Suchwort? Flüchtling; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialer Einfluss; Political influence; Politischer Einfluss; Kultureller Unterschied; Kritisches Denken; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Weibliches Geschlecht; Großbritannien
Abstract	People who are seeking asylum often have lived experience of their personal boundaries and human rights being violated. For this reason, it is especially important that we consider the impact of boundaries in therapeutic work with this population. This paper explores work with a woman with a severe trauma history who was seeking asylum in England. Examples of perceived boundary crossings in the therapeutic relationship are examined. Considerations for other clinicians working with asylum seekers are discussed. These include: addressing socio-political factors; being sensitive to cultural differences; the importance of supervision and reflective practice; the personal impact of such work; and using critical thinking and warmth to manage boundaries rather than rigidly following rules. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01