Editorial
Carolina BODEA-HAŢEGAN
Categorie: 2021,Vol VII, Nr.1
Numarul1/2021
Auto-compasiunea și auto-eficacitateaca – resurse personale în cazul terapeuților
Auto-compasiunea și auto-eficacitateaca – resurse personale în cazul terapeuților
Self-compassion and self-efficacity as personal resources for therapists
Raluca TRIFU, Bogdana MICLEA, Dana HERȚA, Smaranda PUȘCAȘU, Carolina BODEA HATEGAN, Horia COMAN
Abstract
One of the special human qualities is the compassion shown towards our fellow, in special situations, people who live certain states determined by the moments of life they go through.
Self-compassion refers to the ability to show compassion, understanding and protection to oneself. It is operationalized by researcher Kristin Neff. Self-efficacy, proposed by Albert Bandura, refers to the perception of self and is related to the belief in one’s own abilities, in one’s own ability to solve situations.
The interest of the study aims the relationship between self-compassion and self-efficacy in the case of a distinct category, that of therapists, professionally faced with situations that require personal resources.
Methods: The level of self-compassion was assessed with the Self-Compassion Scale, 26 items, proposed by Kristin Neff. The level of self-efficacy was assessed using the New General Self-Efficacy Scale, the 8-item scale proposed by Gilad Chen & co (2001). Both questionnaires were distributed electronically. The data obtained were statistically analyzed and interpreted.
Results: In the professional categories investigated, there are underline links and relations between the two constructs, with professional implications. The results show (1) Therapists have high values in assessing self-efficacy; (2) Therapists have high values of self-compassion; (3) Therapists have a high level of self-compassion and a low level of self-criticism as indicated by the self-compassion sub-scales; (4) There is a direct relationship between self-efficacy and self-compassion; (5) Therapists with high level of self-compassion also have a high level of self-efficacy (6) The level of self-efficacy is influenced by age and professional experience. (7) The level of self-compassion is influenced by age and professional experience
Conclusion: The two concepts discussed are important in relation to certain professional categories and under the auspices of situations considered stressful and with emotional burden.
Self-compassion refers to the ability to show compassion, understanding and protection to oneself. It is operationalized by researcher Kristin Neff. Self-efficacy, proposed by Albert Bandura, refers to the perception of self and is related to the belief in one’s own abilities, in one’s own ability to solve situations.
The interest of the study aims the relationship between self-compassion and self-efficacy in the case of a distinct category, that of therapists, professionally faced with situations that require personal resources.
Methods: The level of self-compassion was assessed with the Self-Compassion Scale, 26 items, proposed by Kristin Neff. The level of self-efficacy was assessed using the New General Self-Efficacy Scale, the 8-item scale proposed by Gilad Chen & co (2001). Both questionnaires were distributed electronically. The data obtained were statistically analyzed and interpreted.
Results: In the professional categories investigated, there are underline links and relations between the two constructs, with professional implications. The results show (1) Therapists have high values in assessing self-efficacy; (2) Therapists have high values of self-compassion; (3) Therapists have a high level of self-compassion and a low level of self-criticism as indicated by the self-compassion sub-scales; (4) There is a direct relationship between self-efficacy and self-compassion; (5) Therapists with high level of self-compassion also have a high level of self-efficacy (6) The level of self-efficacy is influenced by age and professional experience. (7) The level of self-compassion is influenced by age and professional experience
Conclusion: The two concepts discussed are important in relation to certain professional categories and under the auspices of situations considered stressful and with emotional burden.
Keywords: self compassion, self efficacy, personal resources, therapist resources, Self-Compassion Scale
pdf
Published on line: 31/03/2021
References:
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Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a New General Self-Efficacy Scale. Organizational Research Methods, 4(1), 62–83. https://doi.org/10.1177/109442810141004
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Neff, K. (2003). Self-Compassion: An Alternative Conceptualization of a Healthy Attitude Toward Oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032
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Neff, K. D., Tóth-Király, I., Knox, M. C., Kuchar, A., & Davidson, O. (2020). The Development and Validation of the State Self-Compassion Scale (Long- and Short Form). Mindfulness. https://doi.org/10.1007/s12671-020-01505-4
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Impactul managementului disfagiei asupra calității vieții persoanelor cu accident vascular cerebral
Impactul managementului disfagiei asupra calității vieții persoanelor cu accident vascular cerebral
The impact of Dysphagia on life quality in persons with cerebrovascular accident.
Raluca Mariana POPA
Abstract
The objective of the following research is the investigation of the impact that management of dysphagia has upon quality of life in persons with neurological pathology of vascular cerebreal attack type. The group of participants in this study has 6 members with ages between 34 and 69, all suffering from a neurological pathology of VCA type or cranio-cerebreal trauma with direct implications on the swallowing process. This paper used case study methode as experimental design, the goal being to detect the impact that speach therapy has on the dysphagia, in the context of safety and quality of life. A series of instruments regarding clinical evaluation of dysphagia and quality of life in the context of VCA and dysphagia where been translated and adapted in the fallowing research.
Keywords: dysphagia, life quality, celebral stroke, speech language therapy
pdf
DOI: 10.26744/rrttlc.2021.7.1.03
Published on line: 31/03/2021
References:
Ayres, A., Jotz, G.P., Mello Rieder, C.R., Schumacher Schuh, A.F. și Olchik, M.R. (2016). The Impact of Dysphagia Therapy on Quality of Life in Patients with Parkinson’s Disease as Measured by the Swallowing Quality of Life Questionnaire (SWALQOL) Int Arch Otorhinolaryngol, 20(3): 202–206
Bhattacharyya, N. (2014). The Prevalence of Dysphagia Among Adults in the United States, Otolaryngol Head Neck Surgicail, 151(5):765-769
Cabré, M., Serra-Prat, M., Force,L., Almirall, J., Palomera, E., Clavé, L. (2014). Oropharyngeal Dysphagia Is a Risk Factor for Readmission for Pneumonia in the Very Elderly Persons: Observational Prospective Study. Journal Gerontology A Biological Science Medical Science, 69(3):330-7
Carnaby-Mann, G., Lenius, K., Crary, M. (2007). Update on Assessment and Management of Dysphagia Post Stroke. Northeast Florida Medicine, 58(2):31-34
Jones B, (2003). Normal and Abnormal Swallowing. Imaging in Diagnosis and Therapy New York, ed. Springer-Verlag
Livia, S., Madhavan, A., Carnaby, G., Crary, M.A. (2012). Dysphagia in the Elderly: Management and Nutritional Considerations. Clinical In Intervention Anging, 7:287-298
McKevitt, C., Redfern, J., La-Placa,V., Wolfe, C.D.A. (2003). Defining and Using Quality of Life: A Survey of Health Care Professionals. Clinical rehabilitation, 17(8):865-70
Norine, C., Martin, R.E., Salter, K.L., Teasell, R., T.(2009). A Review of the Relationship Between Dysphagia and Malnutrition Following Stroke Journal of rehabilitation Medicine 41(9):707-713
Ronkainen, J., Talley, N.J., Aro, P.T, Storskrubb, T., Johansson, S.T., Lind, T., Bolling-Sternevald, E., Vieth, E., Stolte, M., Walker, M., Agréus, L. (2007). Prevalence of Oesophageal Eosinophils and Eosinophilic Oesophagitis in Adults: The Population-Based Kalixanda Study. Gut, 56(5):615-620
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https://www.worldgastroenterology.org/UserFiles/file/guidelines/dysphagia-english-2014.pdf
Abordarea interdisciplinară a despicăturilor facio-labio-palatine
Abordarea interdisciplinară a despicăturilor facio-labio-palatine
Interdisciplinary approach to facio-labio-palatine clefts
Ioana Mădălina ORIAN
Abstract
Labio-maxillo-palatine clefts represent the most common congenital anomaly of all congenital malformations of the face and they are the most frequent cause of rhinolic disorders. The complexity of the therapeutic approach is determined by nutrition and eating problems, hearing and ENT problems, dento-facial and orthodontic abnormalities, breathing disorders, phonation disorders, reduced speech intelligibility, various physiognomic disorders.
The presented case study emphasizes the need of an interdisciplinary approach to labio-maxillo-palatine clefts and follows the recovery process from a multidisciplinary perspective. The conclusions of the paper support the idea that the recovery process of the child with facio-labio-palatine cleft is a complex, long-termed one and the concern of the speech and language therapist to expand his field of activity is justified because this disorder involves pre and post surgery intervention and the therapist supports the entire process in all the mentioned areas.
The presented case study emphasizes the need of an interdisciplinary approach to labio-maxillo-palatine clefts and follows the recovery process from a multidisciplinary perspective. The conclusions of the paper support the idea that the recovery process of the child with facio-labio-palatine cleft is a complex, long-termed one and the concern of the speech and language therapist to expand his field of activity is justified because this disorder involves pre and post surgery intervention and the therapist supports the entire process in all the mentioned areas.
Keywords: labio-maxillo-palatine cleft, open rhinolalia, orthodontic devices, speech intelligibility, speech disorder
Published on line: 31/03/2021
References:
Arosarena, O. A. (2007). Cleft lip and palate: Otolaryngologic Clinics of North America, vol. 40, no. 1, pp. 27–60.
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Levy-Bercowski, D., DeLeon, E. Jr, Stockstill, J. W., Yu, J. C. (2011). Orthognathic cleft-surgical/orthodontic treatment, Seminars in Orthodontics, vol. 17, no. 3, pp. 197–206.
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Reabilitarea preoperatorie sau pregatirea fizica inainte de operatie
https:// play.google.com/store/apps/details?id =ppls.pps.com.ppl
Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe
Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe
Investigative study regarding the prevention activities related with speech and language disorders in kindergartens
Simona Bianca ROȘCA
Abstract
The present research starts from the idea of preventing language disorders from an early age, given the results of previous research on the effectiveness of early interventions.
Following a preliminary documentation that consisted in the study of Romanian legislation, specialized literature, speech therapy aids, speech therapy software, sites with medical profile and special pedagogy, it was found an insufficient approach to prevention and we wanted to investigate what activities speech therapy teachers consider to be included in the concept of prevention. We also sought to find out to what extent speech therapists take into account the prevention part and what activities they carry out for this purpose. The results were limited and we see them from at least two perspectives: the small group of participants that led to limited data and the absence or quasi-absence of prevention in speech therapy, this being too little described in the literature and outlined as a methodology in school documents. The most common options chosen by language therapists for prevention were to carry out speech therapy activities in prevention groups under the age of 5 and to carry out information activities for educators and parents and only then screening activities
Following a preliminary documentation that consisted in the study of Romanian legislation, specialized literature, speech therapy aids, speech therapy software, sites with medical profile and special pedagogy, it was found an insufficient approach to prevention and we wanted to investigate what activities speech therapy teachers consider to be included in the concept of prevention. We also sought to find out to what extent speech therapists take into account the prevention part and what activities they carry out for this purpose. The results were limited and we see them from at least two perspectives: the small group of participants that led to limited data and the absence or quasi-absence of prevention in speech therapy, this being too little described in the literature and outlined as a methodology in school documents. The most common options chosen by language therapists for prevention were to carry out speech therapy activities in prevention groups under the age of 5 and to carry out information activities for educators and parents and only then screening activities
Keywords: communication skills, intellectual disabilities, verbal communication, special education, speech therapy, reading imagine
pdf
DOI: 10.26744/rrttlc.2021.7.1.05
Published on line: 31/03/2021
References:
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Beitchman JH, Wilson B, Johnson CJ, Atkinson L, Young A, Adlaf E, Escobar M, Douglas L (2001). Fourteen year follow-up of speech/languageimpaired and control children: psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry; 40(1): p.75- 82.
Bodea Hațegan C., (2016). Logopedia, Terapia tulburărilor de limbaj structuri deschise, Ed. TREI, București ; p.542-617
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Morgans A, Ttofari Eecen K, Pezic A, Brommeyer K, Mei C, Eadie P, et al, (2017). Who to refer for speech therapy at 4 years of age versus who to watch and wait. J Pediatr. ;
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Diminuarea dificultāṭilor de predare-învāțare în sistemul on-line
Diminuarea dificultāṭilor de predare-învāțare în sistemul on-line
Towards reducing the difficulties encountered in on-line teaching and learning
Oana PREDA
Abstract
The COVID-19 pandemic that resulted in a shift towards on-line teaching and learning resulted in countless difficulties concerning the access to efficient education, especially in the case of children from families with a lesser-endowed socio-economic and cultural background, or children with learning problems, with ADHD or various disabilities (visual or healing impairment, intellectual disabilities, autism spectrum disorders, etc.). Moreover, even pupils who actually have technical access to the new teaching-learning system run the risk of losing their motivation for learning.
The efficient activity of and the results obtained by many teachers whose approach has been successful have shown the efficiency of integrated curricula whose teaching tasks are structured in learning sequences and whose testing patterns are personalized. By putting into practice, the principle of cognitive motivation development through an interactive process of teaching and learning that relies on structured learning sequences and employs personalized assessment techniques, reaching formative pedagogical objectives becomes possible even in the on-line teaching-learning system.
The efficient activity of and the results obtained by many teachers whose approach has been successful have shown the efficiency of integrated curricula whose teaching tasks are structured in learning sequences and whose testing patterns are personalized. By putting into practice, the principle of cognitive motivation development through an interactive process of teaching and learning that relies on structured learning sequences and employs personalized assessment techniques, reaching formative pedagogical objectives becomes possible even in the on-line teaching-learning system.
Keywords: online teaching system, online learning, motivation for learning, interactive process, structured learning sequences, personalised assessment
pdf
DOI: 10.26744/rrttlc.2021.7.1.06
Published on line: 31/03/2021
References:
Ausubel, P.D., Robinson, G.F. (1981). Învăţarea în şcoală. O introducere în psihologia pedagogică. Bucureşti E.D.P.
Bruner, J. (1970).Pentru o teoriea instruirii.Bucureşti: E.D.P.
Laveault, D., Leblanc, R., Leroux, J. (1999). Autorégulation de l’apprentisage scolaire: interaction entre processus métacognitifs et déterminants de la motivation. În: C. Depover, B. Noël (Eds.) L’évaluation des compétences et des processus cognitifs. Paris, Bruxelles: De Boeck &Larcier: p. 81- 98.
Perraudeau, M. (1996). Les méthodes cognitives. Apprendre autrement à l’école. Paris: Armamd Colin.
Preda, V. (2009 a). Principiile didacticii în viziunea teoriilor constructiviste. In : M. Ionescu, M. Bocoş (coord.).Tratat de didactică modernă.Piteşti, Editura Paralela 45 : 111-144.
Preda, V. (2009 b). Obiectivele procesului de predare-învăţare.In : M. Ionescu, M. Bocoş (coord.).Tratat de didactică modernă.Piteşti, Editura Paralela 45 : 145-170.
Tardif, J. (1997). Pour un enseignement stratégique. L’apport de la psychologie cognitive. Montréal: Les Editions Logiques.
Wigfield, A., Eccles, J.S., Rodriguers, D. (1998). The development of children’s motivation in school contexts. Review of Research in Education, 23: 73-118.
Rolul implicării parentale în procesul de intervenție logopedică
Rolul implicării parentale în procesul de intervenție logopedică
Parental Involvement in speech and language therapy intervention
Lucia BOTEZAT
Abstract
This research aims to extend and adapt the therapy techniques, specific to the speak and language disorders domain, for their use in the child’s family environment. The main subjects of the research are the parents of the children diagnosed with speaking problems.
By encouraging the parent’s active participation within the logopedic therapy, it is intended to teach them, so that they could continue the therapy in the child’s every day life.
Moreover, the therapeutic collaboration between the speech therapist, the child and the parents allow to valorise the observations made by the parents related to the child environment and every day life, completing the information obtained by the therapist during the complex evaluation of the child. Using this exhaustive information, the therapist is able to propose an intervention program that is personalised to the child’s needs.
Furthermore, in the context of the recent changing of the work paradigm, when the therapy sessions are conducted in the format of teletherapy, the collaboration and the support offered by the therapist to the parents is essential for the success of the intervention program.
By encouraging the parent’s active participation within the logopedic therapy, it is intended to teach them, so that they could continue the therapy in the child’s every day life.
Moreover, the therapeutic collaboration between the speech therapist, the child and the parents allow to valorise the observations made by the parents related to the child environment and every day life, completing the information obtained by the therapist during the complex evaluation of the child. Using this exhaustive information, the therapist is able to propose an intervention program that is personalised to the child’s needs.
Furthermore, in the context of the recent changing of the work paradigm, when the therapy sessions are conducted in the format of teletherapy, the collaboration and the support offered by the therapist to the parents is essential for the success of the intervention program.
Keywords: language delays, telepractice, therapeutic teem, speech and language theraphy
DOI: 10.26744/rrttlc.2021.7.1.07
Published on line: 31/03/2021
References:
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri Deschise, București: Editura Trei.
Botterill, W., Kelman, E. (2010). Palin Parent – Child Interaction. Chapter 5, in Treatment of Stuttering: Established and Emerging Interventions.
Lowry, L. (2020). Moving Hanen Parent Programs Online. Hanen Centre.
Roberts, M, Kaiser, A. (2011). The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis, in American Journal of Speech-Language Pathology 20(3):180-99
Tamis‐LeMonda, C., Bornstein,M., Baumwell, L.(2001). Maternal Responsiveness and Children’s Achievement of Language Milestones, Journal Child Development, May/June Volume 72, Number 3, Pages 748–767;
http://www.hanen.org/Helpful-Info/Articles/Moving-Hanen-Parent-Programs-Online.aspx
http://downloads.lww.com/wolterskluwer_vitalstream_com/sample-content/9780781771047_Guitar/samples/Chapter05.pdf
Autism, schizofrenie, ADHD. Perspective convergente
Autism, schizofrenie, ADHD. Perspective convergente
Autism, schizophrenia, ADHD. convergent approaches
Bogdana MICLEA
Abstract
Over time, continuous efforts have been made to clarify and circumscribe diagnoses of autism, schizophrenia, and attention deficit hyperactivity disorder (ADHD). The diagnostic split between the 3 disorders dominated psychiatry after the 80s, being still used and recognized as such by the diagnostic manuals. Recently a shift and flexibility of the psychiatric paradigm has been noticed. The categorical perspective on mental illness is gradually complemented by the dimensional one. In the last decade, research in the field of neuroscience and psychology has brought evidence in favor of a partial overlap between ADHD, autism and schizophrenia. The hypothesis of a partial overlap can also be supported by non-medical or psychological theorizations, related to common deficits of symbolic structuring of the psyche in achieving a coherent representation of the world and of one’s own person.
Keywords: autism, schizophrenia, ADHD, diagnosis, partial overlap
Published on line: 31/03/2021
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Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare
Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare
Basic concepts related with reading and writing development in children with learning disabilities
Ioana MATEI
Abstract
The first step in combating speech and language disorders, is checking if specific language development steps from infancy and toddlerhood have been done. Students from families with financial difficulties, that lack early childhood cognitive development, tend to be less skilled in reading or writing.
To avoid school dropout, we focused on identifying these issues when a child starts school and apply a ten week program.
This program has two components, one for teachers and the other for students. The main goal is to identify if certain early development milestones have been met, memory and atention development and phonology conscience. The program has proved it’s eficacity even during the corona virus pandemic
To avoid school dropout, we focused on identifying these issues when a child starts school and apply a ten week program.
This program has two components, one for teachers and the other for students. The main goal is to identify if certain early development milestones have been met, memory and atention development and phonology conscience. The program has proved it’s eficacity even during the corona virus pandemic
Keywords: learning disabilities, early intervention, reading and writing
Published on line: 31/03/2021
References:
Bălaș-Baconschi, C. (2010). Psihopedagogia copiilor cu dificultăți de învățare, suport de curs universitar de la Facultatea de Psihologie și Științe ale Educației, Cluj-Napoca: UBB.
Bodea Haţegan, C. (2016). Logopedia. Terapia tulburarilor de limbaj. Structuri deschise, Bucureșt: Editura Trei.
Bodea Haţegan, C. (2014). Abordări terapeutice ale limbajului. Perspective actuale, vol. I , Cluj-Napoca: Presa Universitară Clujeană.
Burlea G. (2007). Tulburarile limbajului scris-citit, Iași: Editura Polirom.
Burlea, G., Milici, R. C. (2008). Exerciții pentru formarea și dezvoltarea aptitudinilor de școlaritate, Iași: Editura Polirom.
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Vrășmaș, E., Oprea, V. (2003). Set de instrumente, probe şi teste pentru evaluarea educaţională a copiilor cu dizabilităti, București: Editura Mar Link
Evaluare și intervenție logopedică în contextul întârzierii în dezvoltarea limbajului-
Evaluare și intervenție logopedică în contextul întârzierii în dezvoltarea limbajului
Assessment and therapy in speech and language delay
Florentina Mihaela MOȘNEAG
Abstract
According to the literature, we are talking about a language delay when the child fails to reach the level of language evolution, compared to his chronological age. In fact, we know that language development is closely linked to cognitive development. Therefore, the structure of language is influenced by the degree of cognitive development. Knowing that the language delay may exists as a secondary pathology in most intellectual disabilities and can be recognized by the poverty of vocabulary, the inability to express themselves correctly in sentences or phrases, being reached phonetic, lexical and grammatical aspects, I wanted to surprise in this study the features of language development in young children oriented towards our school by proposing a complex, multidimensional approach to early assessment of language skills and capturing the effect of a multidimensional intervention program that will ultimately lead to the configuration of functional communication skills. Children included in this study are enrolled in the kindergarten group or in the preparatory class, aged between 4 and 8 years. These children are also diagnosed with mild or moderate intellectual disability.
The program took place in two stages. In the first stage, a multidimensional evaluation was performed, on all sides of the language by applying tests, scales or evaluation tests. The results obtained by the children were interpreted and presented at the level of some case studies. In the second stage, we proposed an intervention program that aims to enrich and activate vocabulary, by applying the „50 word-list technique- T⁵⁰”, training phonetic and phonological skills, those related to structural semantics and lexical semantics and shaping morphological skills, which will lead to the configuration of a functional communication skill related to chronological and mental age.
The program took place in two stages. In the first stage, a multidimensional evaluation was performed, on all sides of the language by applying tests, scales or evaluation tests. The results obtained by the children were interpreted and presented at the level of some case studies. In the second stage, we proposed an intervention program that aims to enrich and activate vocabulary, by applying the „50 word-list technique- T⁵⁰”, training phonetic and phonological skills, those related to structural semantics and lexical semantics and shaping morphological skills, which will lead to the configuration of a functional communication skill related to chronological and mental age.
Keywords: language delay, communication skills, early assessment of language skills, multidimensional intervention program.
Published on line: 31/03/2021
References:
Avramescu, M. D., (2007). Defectologie şi logopedie, Ediţia a 3-a, Bucureşti: Editura Fundaţiei România de Mâine;
Bodea-Hațegan, C., (2016). Logopedia-Terapia tulburărilor de limbaj. Structuri deschise, București: editura Trei;
Bodea Hațegan, C., (2014). Probă de evaluare a abilităţilor morfologice în limba română. Aplicaţii psiholingvistice, vol.III, Cluj- Napoca, edit.Argonaut, e-book;
Burlea, G., (2007). Tulburările limbajului scris-citit, București: Editura Polirom;
Law, J., Garrett, Z., Nye, C. (2005). Speech and Language Therapy Interventions for Children with Primary Speech and Language Delay or Disorder, The Campbell Collaboration; https://onlinelibrary.wiley.com/doi/pdf/10.4073/csr.2005.5;
Lyster, Solveig-Alma & Lervåg, Arne & Hulme, Charles. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing; https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4875956/;
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Slama-Cazacu, T., (1999). Psiholingvistica, o ştiinţă a comunicării, Bucureşti, Editura All