Insight means the reorganization of the

Insight means the reorganization of the tectonic field. It means realizing a new relationship, integrating accumulated experience, and self-financing. The perception of relationships, the first element of insight, is common in intellectual and perceptual areas, and is often seen in solving the catch. To solve a riddle, look at various factors. Suddenly these elements become perceptible in a new relationship, and they solve the riddle. Sometimes this experience is called the “Aha!” experience. With this experience, it can be understood like lightning. This perception is only possible when a physician is freed from defense through the process of purification in consultation or psychological treatment. Reorganization of tectonic sites can occur only in the state of relieving this feeling. Only the voluntary development of this new perception is the fastest way to insight.
The second factor in the process of insight is self-acceptance. In other words from the perspective of perception, it is perception of the essential relevance of all impulses. The receptive atmosphere of the consultation situation makes it very easy for visitors to recognize all attitudes and impulses. In a counseling situation, there is no general desire to deny socially unacceptable feelings or those that do not match the ideal self. A visitor can realize the relationship between himself and a more valuable and more unacceptable impulse, as he has always thought. Therefore, visitors can integrate the experience that has accumulated so far, making them much less divided. And it becomes a much better functioning unit, and it has a relationship that recognizes all emotions and actions that differ.
The third factor is choice, and real insight involves actively selecting more satisfying goals. Neurological patients tend to like the latter when they clearly realize the choice between the present satisfaction and the satisfaction of mature behavior. This act of choice is called “creative will.” If this term means any mysterious new force that appears in the interview situation, there is nothing in our knowledge of counseling to substantiate this assumption. However, if the term is used in limited terms to mean the choice a visitor always makes when faced with two or more ways to satisfy his or her needs, it is quite meaningful. There is another side to the choice. In counseling, insights typically involve the choice between goals that give immediate and temporary satisfaction and those that give delayed but more lasting satisfaction. Understanding this third factor in self-understanding leads to the conclusion that insight should ultimately be obtained and achieved by an in-lawmaker, and that it cannot be given to the in-law by educational means or indicative methods. Insights include choices that no one can substitute for a visitor. This option is constructive and will greatly increase the likelihood of active action being taken to take effect if the counselor can fully recognize this limitation and support the subject in an understanding manner without making efforts to influence the choice while also clarifying the subject.
As insight develops and decisions are made that lead visitors to new goals, visitors tend to implement these decisions by acting in the direction of new goals. This action verifies whether the acquired insight is true. If the new direction is not spontaneously reinforced by action, it is clear that it is not deeply involved in character. This active step in real-life counseling always appears with insight. The reason that counselors should fully realize the importance of such active behavior is that it has the meaning of this growing independence. When a caller realizes this new behavior clearly as the first move toward a new goal, he begins to think carefully and without fear of ending a counseling relationship, and finds that satisfaction with his independence increases. This leads to the consideration of the constructive termination of the consultation relationship.

3. 敍Narrative and Reading Treatment (Smith & Nylund, 1997)

It is very important to understand the nature of the narrative in understanding the principles of reading therapy. “Narrative” is the act and content of describing a story, and the concept of a work written by it collectively. The reason books have the power to heal is not because they have magical powers, but because “books” are the medium that tells the narrative, the story. From an epic perspective, man is an epic being. In other words, humans exist as the agents that make up stories, like to listen to stories, and like to tell stories of themselves. Therefore, I cannot imagine life in a vacuum without a story.

Each person makes his own story when he or she has an epic existence. However, even if one experiences the same event in the same place, each person organizes a different story subjectively. The ability to make these stories makes our lives unified and consistent. In other words, it is possible to organize a unified story, woven into the context of yesterday’s experience, today’s experience, and future events. However, people with psychological or emotional problems usually create stories that are different from reality or unrealistic. The story of a schizophrenic is incoherent and the story is fragmented.

Books as a medium that tells stories have a strong influence on humans, who are epic beings. In particular, literary works have various characters who face various problems, making them an excellent model for visitors with psychological and emotional problems. Readers (in-lawers) will be able to rewrite their stories by observing how characters in literary works organize their stories productively and positively. It can be seen that the area in which we discover the therapeutic power of these narratives and want to apply them to clinical care is “narrative-therapy” and that story therapy, or narrative therapy, is in the same context as reading therapy.

It is known that literary works are more therapeutic than non-literary texts because they are more pervasive by touching the reader’s emotions and creating a fictional world that resembles reality in the work. Meanwhile, the therapy focuses on the rhythm, rhythm, image and symbolism of poetry, as they are the closest languages to unconsciousness, like dreams. Treatment occurs when people have their own poetic language and unconsciously repressed things become conscious when helping the facilitator express them freely.

4. Brain physiology and reading therapy

Dr. Glenn Dorman (1991), who studied the therapeutic effects of reading from a brain physiology perspective, was at http://www.iahp.org. Dr. Glenn Dorman found that teaching reading as a person who has devoted his entire life to treating severe brain disorders has an excellent effect in treating brain disorders. He found in his study that human sensory pathways (visual, auditory, tactile) and motor pathways (motor, speech, hand) and brain development were closely related. To summarize his theory in a word, “function determines structure.” For example, in the case of a severely brain-impaired person, most parents assume that he is less intelligent and less intelligent because he has a severe brain disorder, and give up providing an environment in which a child can experience reading. Unfortunately, however, because children with brain disorders have never had a reading experience, the structure of the brain is not sufficiently developed, which reduces their reading ability and thinking power. In other words, 30 years of clinical experience has shown that intelligence develops just as well as normal children by considering enough reading for people with severe brain disorders. Dr. Glenn Dorman, based on his own experience, has developed a program for the development of normal children’s intelligence, and is now active.

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