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Any intervention in speech-language therapy aims at the optimisation of development processes. In this, development is defined as a life-long process of change. Thus, not only the children and teenagers but also the adults evolve and grow, either in their role as parents or as children supporting and counseling their sick parents. The optimisation of development always implies change directed at a specific aim. The designation of a developmental aim as desirable is a question of attitude. To this effect, the World Health Organization has developed criteria which focus mainly on the autonomy of the individual. The motor for development herein lies with the individuals themselves as well as with the surrounding regional, social and cultural context. The aim of optimising development processes involves, though, the attempt to exert influence on the individual subjected to the intervention. As a function of the conditions underlying development as well as the intervention aims, a decision concerning the intervention mode can be encompassed. Here, three variants serve: education, counselling and therapy. While education, in general, does not presuppose a pathologically noticeable diagnostic status, therapy implies the need for treatment. Counselling as one form of intervention ranges in an inclined position between education and therapy. For this reason, there usually is no exact positioning as to whether the indication for counseling requires the diagnosis of a need for treatment. Counselling is a rather diffuse construct which is realised, according to the respective objective and model assumption, rather directively in the form of advice or aid for self-help, or non-directively, though always with a merely temporary perspective. We develop and evaluate counselling concepts for parents of children exhibiting difficulties with language and communication as well as for relatives of people with neurogenic diseases.


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