normal si anormal

7/29/2019 normal si anormal

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Consilierea copiilor i adolescenilor

CPIE II


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Bronfenbrenner, 1979 Teoria socio- ecologic: interaciunile reciproce dintre variate subsisteme din

mediile de via ale individului influeneaz comportamentul su Microsistemul: mediile imediate n care individul triete (biologia personal,

familia, coala, grupul de congeneri, vecinii, mediile care se ocup de ngrijirea copilului).

Mezosistemul: un sistem format din conexiunile dintre mediile imediate(deexemplu, coala copilului sau mediul casei), relaii ntre microsisteme,conexiuni ntre contexte.

Exosistemul: medii environmentale care afecteaz doar indirect dezvoltareacopilului (de exemplu, locul de munc al prinilor); este vorba despreexperienele ntr -un mediu social n care un individ nu are un rol activ, dar caretotui influeneaz experienele ntr -un context imediat.

Macrosistem: contextul cultural mai larg, ideologiile / atitudinile culturale (deexemplu, cultura occidental vs. cultura oriental, economia naional, politica,subcultura).

Cronosistemul (ulterior adugat): patternul evenimentelor din mediu ietapele de tranziie de -a lungul vieii, efecte create de timp sau e anumiteperioade critice ale dezvoltrii.

Fiecare sistem conine roluri, norme i reguli care pot influena dezvoltareaindividului. (Bronfenbrenner, 1979).


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Stadii ale dezvolt rii i influeneleecologiceCercul interior:

Copilul ca individInfluen e interne

Cercul intim:

FamiliaCongeneriiCopiii n relaiiInfluenereciproce

Cercul exterior:

Vecintatea ComunitateaGuvernulInflueneleexterne

Cercul ndeprtat :Cultura de origineStatus minoritarInflueneleexterne

Datele biologiceStadiile dezvoltrii :Toate nivelele:Perioada infantil Perioadaanteprecolar Perioadaprecolar Perioada colar

Adolescen

Contextul familial icolar Influenele familialecontinu de -alungul tuturor stadiilor;Influenelecongenerilor sporesc de-a lungulstadiilor

Social i e conomicProblemele socialei economice auinfluen n toatestadiile dedezvoltare

Context culturalCulturainflueneaz toatenivelele dedezvoltare;Sporeteprobabilitateaconfruntrilor dintrecultur i grupurilede congeneri pemsura avansriide-a lungul stadiilor dezvoltrii


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Perioade de dezvoltare: copilria mic

copilul anteprecolar copilul de vrst colar adolescentul


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Concepte cheie Cretere maturizare corporal,somatic

Dezvoltare

maturizare funcional

Maturizare atingerea unui optim

funcional

Degenerare pierdere funcioal


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PRINCIPII ALE CRETERIII DEZVOLTRII

Dezvoltarea este un proces ordonat,care se manifest sistematic

Rata i patternurile de dezvoltare suntspecifice pentru diferite pri alecorpului

Exist diferene interindividualemajore n crete r e i dezvoltare

Creterea i dezvoltarea suntinfluenate de factori multipli


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Stadii

Stadiile sunt etape de dezvoltare, relativomogeneTr ecerea de la un stadiu la cellalt

presupune achiziionarea unor reperecalitative superioare

Freud Piaget Erickson

Kholberg


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Normal vs. anormal

I. one way of evaluating a behavior relative tonormal expectations is to consider discrepancies from the norm, in four vitalareas: deviance, dysfunction, distress, anddanger (Comer, 2001)

II. the intensity, duration, and frequency of the behavior relative to the norm

III. the behavior has been noted consistentlyacross various situations, or whether thebehavior is specific to a given environmentalcontext


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Devian a: teste + sisteme de clasificare Disfuncia: Global Assessment of Functioning

(DSM, Axis V)

Distress Danger


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brain (anatomy or chemical malfunction) or genetics to answer questions of probablecause and treatment of the underlying disorder

Brain development

Neurotransmitori: trimit mesaje pentru ainhiba sau activa rspunsurile

Sistem endocrin i hormoni Q: to determine which parts of the body or brainwere malfunctioning, be it genetics, brainchemistry, or brain anatomy


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Rolul temperamentului

Temperamentul descrie modul n care

un individ reacioneaz la stimulareaeoional, att sub aspectul intensitii,ct i sub cel al vitezei rspunsului, idescrie calitatea, fluctuaia i naturapredominant a dispoziiei emoionale aindividului.


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n an an emperamenCharacteristics - Thomas and Chess, 1977Trstur Nivel

ridicatNivelsczut

Nivelul de activism: Fre cvena sau nivelul de activitate Intensit atea rspunsului : Rspunsul la sri interne, situaii Distractibilitate: uurina cu care copilul poate fi ntrerupt dinactivitateConcentrarea ateniei i persistena n sarcin : angajarea

n sarcin

Ritmicitate: Regularitatea obiceiurilor, ex., mncat, somn, etc.Adaptabilitate: Abilitatea de a se adapta la situaii n diferitemomente din timpPrag senzorial: cantitatea de stiulaie necesar pentru aproduce un rspuns

Apropiere-retragere : primul rspuns fa de situaii ipersoane noi

Calitatea dispoziiei emoionale: cadrul general al minii

X

X

X

X

Apropiere

Bucuros/plcut

XX

X

*Retragere

*nervos/iritabil/anxios


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Thomas and Chess, 1977

1. Easy temperament: Adaptable, have well established routines (rhythmicity), are socially responsive (approach), and positive in their outlook (smiled oft en).

2. Difficult child: Difficulty establishing predictable routines (rhythmicity), tendency to respond negativelyto new situations (low adaptability, withdrawal), and demonstrate inflated responses to highly charged

situations, producing such behaviors as tantrums, loudoutbursts, and aggression (intensity, negative mood).

3. Slow to warm up child: Cautious, and can be inhibited in new situations.


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a given personality or ego evolves over time asprimitive impulses ( id) come under increasinglygreater influence of the superego or conscience.Freud

described abnormal behaviors in adulthood as fixationsor regressions that had their onset in early stages of development.

These unconscious conflicts could result from innerturmoil and frustrations due to lack of gratification or

overgratification at an earlier stage of development andwould manifest or revisit an individual as a symbolicconflict in later life.


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ncredere versus nencredere. Autonomie versus ruine i ndoial . ntreprindere/hrnicie versus inferioritate.

identitate versus confuzie de rol.


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Teoriile behaviouriste

all human behavior, whether normal or abnormal, develops in response to a prescribedset of learning principles. These principles of learning will predict how behavior can beconditioned in three important ways: operantconditioning, classical conditioning, andmodeling or observational learning

Functional behavioral assessment (FBA) todetermine what is causing and sustainingthe behavior and develop a behavioral

intervention plan - BIP


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Tehnici comportamentale

Manipularea contingenelor (ABC,recompense i pedepse, token economy,modelare, shaping, nvare social,desensibilizare sistematic progresiv Wolpe, etc.)


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Teorii cognitive

Constructivism cognitiv Piaget Teorii social-cognitive: Elkind cogniii

sociale, poveti personale, egocentrism ncopilrie, apoi, n adolescen, avnd treiteme majore: invulnerabilitate ( imposibilitatea de a fi rnit ), omnipoten (sens de autoritate i cunoatereexacerbate) i unicitate personal ( nu poi s te atepi de la ceilali s neleag ).

these constructs lay the foundation for faulty risk perception and risk taking behaviors in adolescence (Arnett, 1992), others seepersonal fables as an adaptive mechanism necessary to provide the adolescent with the sense of agency and drive to completethe process of individuation required at this time (Lapsley, 1993).

Aalsma, Lapsely, and Flannery(2006) found that omnipotence/narcissism was associated with positive mental health, whileinvulnerability and personal uniqueness were associated with poorer outcomes, such as anxiety,

depression, and suicide ideation.

Alb B d (1977 1986)


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Albert Bandura (1977, 1986)reciprocitatea funcionarea uman este exlicat n termenii

unui model de reciprocitate triadic n carecomportamentul, factorii cognitivi i ali factoripersonali i evenimentele de mediu opereaztoate ca determinani care interacioneaz uniicu alii

Auto-eficacitatea: convingerea unui individ referitoare la propriile nivele de competene,care influeneaz emoiile, cogniiile i motivaiile individului ;

D l i l i d


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Dezvoltarea sentimentului deauto-eficacitate 1. experiena reuitei (succesele cresc sentimentul

nostru de eficacitate n domenii specifice); 2. experiene prin delegare (cnd ne identificm cu

cineva care are succes, ne percepem pe noi ca fiind

de asemenea capabili); 3. persuasiune social (a avea o galerie i un sistem

de suport puternice ne crete dispoziia de a ncercaexperiene provocatoare );

4. reducerea stresului i reducerea patternurilor degnduri negative referitoare la strile emoionale ifizice.


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Teorii ale ataamentului Bowlby ata amentul a fost relaionat mai

mult cu adaptarea i dezvoltarea; experien eletimpurii structureaz reprezentrile mintalecare determin modul n care sunt perceputenoile relaii .

Interaciunea dintre copil i ngrijitor determinism reciproc


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1. ataament securizat

2. ataament anxios/rezistent 3. ataament evitant


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Etape ale interviului clinic/diagnostic

Pasul 1: Contactul iniial

Pasul 2: Interviurile copilului i prinilor

Pasul 3: Observarea comportamentului

Pasul 4: Evaluri ulterioare


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Developmental Tasks, Competencies, andLimitations at Each Stage of Development

Age/Stage ofDevelopment Task/Limitations

Infancy (Birth 1 year) Trust vs. Mistrust (Erickson)Secure vs. Insecure Attachment(Bowlby)Differentiation Self and OthersReciprocal SocializationDevelopment of Object Permanence(Piaget: Objects exist when out of sight)First Steps; First Word


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Toddler (1 2-1/2 years) Autonomy vs. Shame and Doubt

(Erikson)Increased independence, self-assertion, and prideBeginnings of Self AwarenessSocial Imitation and beginnings of EmpathyBeginnings of Self ControlDelayed imitation and Symbolic ThoughtLanguage increases to 100 wordsIncrease motor skills and exploration


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Age/Stage ofDevelopment Task/LimitationsPreschool (2-1/2 6 years) Initiative vs. Guilt (Erickson)

Inability to Decenter (Piaget: Logic

Bound to Perception; Problems with Appearance-Reality)Egocentric (emotional and physicalperspective; one emotion at a time)

Increased Emotion Regulation(underregulation vs. over-regulation)Increased need for Rules andStructureCan identify feelings: Guilt andConscience are evidentEmergent anxieties, phobias fears


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School age (6 11 years) Industry vs. InferioritySense of competence, mastery, andefficacyConcrete Operations (Piaget: nolonger limited by appearance, butlimited by inability tothink in the abstract)Can experience blends of emotions(love/hate)Self Concept and Moral ConscienceRealistic fears (injury, failure) andirrational fears (mice, nightmares)


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Teen years (12+ years) Identity vs. Role Diffusion(Erickson)

Abstract reasoning (Piaget)Emotional blends in self and

others (ambiguity)Return of Egocentricity(Piaget/Elkind: imaginaryaudience and personal fable)Self-concept relative to peer acceptance and competence


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Early childhood (1- 3 years) - The quality of the relationship between the mother and the child

The establishment of trust or mistrust,respectively, caused by the quality of the

relationship between the mother and thechild (the person who provides the care). A human presence which is warm, tonicand receptive to the childs needs maystimulate in the latter the feeling of optimism and assertiveness


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Development of the potential of the child aged 2-3

At 2-3 years old, the potential of the childdevelops considerably.

If these innate skills are stimulated by theparents, the feeling of autonomy may becomeestablished.

If, on the contrary, the parents will be hyper-protective, inhibiting or too demanding, they willerode the trust of the child in his own forces andwill cause the appearance of doubt and shame.


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Negativism

One characteristic feature of a 2-3 years oldchild is the negativism, that is the tendency torepeatedly say no.

At this stage, it is practically impossible to interview a child, because of the psychologicaldevelopment level (language, memory,thinking, attention) of the child. The informationsupplied verbally, behaviorally or throughdrawings by the children at this age cannothave legal meaning, they have only an

indicative value as evidence.


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normal si anormal

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