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Atypical brain development is a term that can be used to address the full range of developmental disorders that are found to be overlapping much of the time in any sample of children. The authors present ideas that are, in part, a response to the neurodevelopmental disorders and psychomotor, social and speech disorder in children.
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The article concerns talking the adventage of a therapy with the participation of a dog in the work of logoped. It presents the terminology connected with the pet therapy. The author describes a therapy model of dyslalia and oligophasia with talking adventage of a dog as a therapeut. In introduses into anissve of the pet therapy, which can be a form of the multisensory stimulation to teaching.
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This article is an attempt to share their experiences obtained in the course of speech therapy work with children profoundly handicapped, which soon after thorough clinical diagnosis changed, calling them children of a team of Gregg. The first part of article I described is relatively rare occurring in children, with different symptoms disorder caused by rubella virus. Looking for an answer to the question about the nature of the disorder, concentrated on specialist literature and the results of their own trials and speech therapy practice. In the second part of the paper I decided to share their experiences those obtained step by step on how to work with them – as children with a diagnosis of Gregg’s team. For example, the selected case study – I tried to show the results of speech therapy struggle. However, the results of several multi-profile treatment of the interesting group of people with a diagnosis of Gregg, I treated as a new challenge to the theory and practice of speech therapy.
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The aim of this paper is to discuss different approaches to creativity and underline the cultural nature of its genesis. Biological genius (“He-paradigm”) and psychological-individualistic (“I-paradigm”) standpoints are contrasted with social and cross-cultural ones (“We-paradigm”) and the cultural psychology of creativity is introduced and positioned. This emerging paradigm, drawing from social and cultural psychology, emphasises the contextual and generative nature of creative acts and employs a person (creator) – other (community) – new artefact (creation) – existing artefacts (culture) model. Creativity is conceptualized as a complex process that leads to the generation of new artefacts by working with “culturally-impregnated” materials within a representational space. One of the central issues addressed by the cultural psychology of creativity is the problem of “genesis” or how creativity is developed and manifested within cultural settings. The pioneer in this field is undoubtedly D.W. Winnicott who asserted at the beginning of the 70’s that creativity and cultural experience are twin-born in the “third” or “potential” space. The final part of the paper will develop further this account and show how creativity emerges from early childhood within a symbolic space where children “play” with artefactual resources, a space of dialogue between self and significant others.
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The relation between school psychologists and their employers - schools, local educational authorities, municipalities, state administrations - is a delicate interdependence. Conditions of employment can facilitate professional practice or they can be very confining. How free are school psychologists to address all factors that might contribute to a child's academic or behavior problem? The answer depends to a large extent on their employment conditions. These conditions should contribute to the quality of School Psychology Services, but often they don't. School psychologists aim to act in the best interest of children, parents and teachers. In the eyes of some parents, they serve the school rather than the child. The author comments on the situation in Zurich, Switzerland. He discusses how employment conditions can affect the credibility of the profession.
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The TAI inventory (Test Anxiety Inventory – Spielberger, 1980) is an influential landmark in the field of applicative research regarding test anxiety and related nomological network, as well as assessment with a view to interventions in school or academic environment. Trough an empirical studies program developed over a period of three years we aimed to explore the psychometric qualities of the Romanian version of the TAI inventory (Test Anxiety Assessment Inventory /IAT). One of the objectives of our studies was to develop and experiment with a Romanian parallel version of the TAI inventory. The items were formulated so as to reflect the two dimensions of test anxiety (respectively Worry and Emotionality) at three different moments: before dealing with the exam situations or testing proper, during, and after concluding them. The scores on the items of the first form of the parallel version (IAT-II) competed by 465 high school students (282 girls and 183 boys) were submitted to an exploratory factor analysis in order to identify the dimensions into which the items tended to group. Based on the data gathered, as well as qualitative assessment of each item’s content a second form of the parallel version (IAT-III) was established and administered (cross-validation procedure) to another sample of 340 high school students (208 girls and 132 boys). The data gathered by administering the two forms of the parallel version revealed a series of consistent psychometric characteristics.
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Biliotherapy uses the story as an efficient therapeutic tool for changing cognitions, emotions and behaviors of children. It is presumed that the therapeutic story, associated with the reinforcements-punishments system, diminishes the maladaptive behavior of preschool children. We used an ABAB design for a period of four weeks on a hearing-impaired child with ADHD. The therapeutic intervention focused on therapeutic stories and the reinforcements-punishments system, and its purpose was to reduce the opponent food behavior. The results emphasize the efficiency of bibliotherapy in behavior modeling for preschool children with ADHD.
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New Jersey’s educational system faces difficult challenges in its’ goal to provide optimal education to diverse classrooms with diverse needs. Students with special needs require special services, and the whole student population often requires guidance in how to deal with each other. Student support and guidance is provided by guidance counselors, substance abuse counselors, child study teams and nurses. Sometimes support additional to what school staff can offer is required. In this article we describe the role of counselors from a private local community counseling center in facilitating harmony and learning in a New Jersey community.
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This article examines the measurement of short-lived changes in self-esteem. The State Self-Esteem Scale is sensitive to manipulations designed to temporarily alter self-esteem, and 2 studies are presented that support the scale's validity. The State Self-Esteem Scale (Current Thoughts) consists of 20 items and psychometric analyses revealed that the State Self-Esteem Scale has 3 correlated factors: performance, social, and appearance self-esteem. Effects of naturally occurring and laboratory failure on the State Self-Esteem Scale scores were examined; it was concluded that the State Self-Esteem Scale is sensitive to these sorts of manipulations. The scale has many potential uses, which include serving as a valid manipulation check index, measuring clinical change in self-esteem, and untangling the confounded relation between mood and self-esteem.
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The article aims to outline the way mothers with children with special educational needs adapt to their life situation, emphasizing, by comparison with an equivalent sample their prevalent coping mechanisms and the level of negative, dysfunctional emotions.
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