Raluca TRIFU, Bogdana MICLEA, Dana HERȚA, Smaranda PUȘCAȘU, Carolina BODEA HATEGAN, Horia COMAN
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
Published on line: 31/03/2021
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Raluca Mariana POPA
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Published on line: 31/03/2021
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Ioana Mădălina ORIAN
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
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Investigative study regarding the prevention activities related with speech and language disorders in kindergartens
Simona Bianca ROȘCA
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
Published on line: 31/03/2021
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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
Published on line: 31/03/2021
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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.
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Published on line: 31/03/2021
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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
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Florentina Mihaela MOȘNEAG
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
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