F 70 Mild mental retardation
/ IQ in the range of 50 to 69 /
What can people with mild mental retardation:
Persons with mild mental retardation acquire speech late, but reached levels of elementary everyday speech: learn to hold a conversation and to construct complex sentences. Talks, including hardwood and interview.
Achieved full independence in daily living his own learn to feed, wash and dress observe hygienic habits.
Learn simple and practical household skills, although the pace is slower.
Well developed some practical skills related to unskilled and low-skilled manual labor
What are the main zatrunenie of persons with mild mental retardation
The main difficulties in mastering reading habits, writing and math.
There is an inability to deal with complex situations requiring mobilization, speed of response and competitiveness. In most cases there is behavioral, emotional and social immaturity.
In many of these persons are found organic cause. Commonly seen combination of mental retardation with other psychiatric disorders such as autism, developmental disorders, epilepsy, behavioral disorders or physical disabilities.
понеделник, 22 декември 2014 г.
F 71 Moderate mental retardation
F 71 Moderate mental retardation
/ IQ in the range of 35 to 49 /
What can people with moderate mental retardation?
· Persons with moderate mental retardation develop speech at a later age and use it more limited. The level of their ability extends to form simple sentences and simple daily conversations through which to communicate and meet their basic needs. Some people learn to use the language but understand simple instructions and learn to use gestures as compensation.
· Motor skills and habits of self-service are limited, which somewhat limits alone operation. This requires unobtrusive or permanent control by the supportive environment.
· These people readily can perform simple practical tasks, such instructions must be submitted well structured and cleverly under professional guidance / most often by psychologists, special educators, speech therapists, social pedagogues and other trained professionals. /
· In most cases, have developed physical capabilities and to establish such contacts, which is the basis for inclusion in basic social activities that serve for life in adulthood.
What are the main difficulties of persons with moderate mental retardation?
· In terms of utilization of basic school skills, a large part unable to build and automate reading habits, writing and arithmetic. In this sense are needed special individual training programs to develop their potential and limitations to develop their maximum potential.
· In most persons in this category may be established organic etiology. Epilepsy, neurological and physical defects are common, but most can to movement in pronstranstvoto alone.
· It is possible to discover and secondary psychiatric conditions, the limited level of speech development makes diagnosis difficult and depends on the information received from the people of the nearby society.
Any associated disorder is coded separately.
/ IQ in the range of 35 to 49 /
What can people with moderate mental retardation?
· Persons with moderate mental retardation develop speech at a later age and use it more limited. The level of their ability extends to form simple sentences and simple daily conversations through which to communicate and meet their basic needs. Some people learn to use the language but understand simple instructions and learn to use gestures as compensation.
· Motor skills and habits of self-service are limited, which somewhat limits alone operation. This requires unobtrusive or permanent control by the supportive environment.
· These people readily can perform simple practical tasks, such instructions must be submitted well structured and cleverly under professional guidance / most often by psychologists, special educators, speech therapists, social pedagogues and other trained professionals. /
· In most cases, have developed physical capabilities and to establish such contacts, which is the basis for inclusion in basic social activities that serve for life in adulthood.
What are the main difficulties of persons with moderate mental retardation?
· In terms of utilization of basic school skills, a large part unable to build and automate reading habits, writing and arithmetic. In this sense are needed special individual training programs to develop their potential and limitations to develop their maximum potential.
· In most persons in this category may be established organic etiology. Epilepsy, neurological and physical defects are common, but most can to movement in pronstranstvoto alone.
· It is possible to discover and secondary psychiatric conditions, the limited level of speech development makes diagnosis difficult and depends on the information received from the people of the nearby society.
Any associated disorder is coded separately.
F 72 Severe mental retardation
F 72 Severe mental retardation
/ IQ e range of 20 to 34 /
The clinical picture of this group is similar to that of moderate mental retardation with more severe markedness of all deficits. Lower success rates are due to the fact that there are more highly expressed motor disorders. Leading is the improper development or significant damage to the central nervous system.
/ IQ e range of 20 to 34 /
The clinical picture of this group is similar to that of moderate mental retardation with more severe markedness of all deficits. Lower success rates are due to the fact that there are more highly expressed motor disorders. Leading is the improper development or significant damage to the central nervous system.
F 73 deep mental retardation
F 73 deep mental retardation
/ IQ e below 20 /
Their ability to understand and follow instructions and to satisfy their own needs is extremely limited. Very often they are still extremely limited or immobility, unable to control his sphincter / discharge is a smaller and greater need / both day and night. Capable of only very rudimentary forms of nonverbal communication. Their overall condition requires constant care and supervision as fail to comply with even rudimentary self mode.
Severe neurological and other somatic suffering affect motility, commonly found generalized disorders of development and atypical autizum.
/ IQ e below 20 /
Their ability to understand and follow instructions and to satisfy their own needs is extremely limited. Very often they are still extremely limited or immobility, unable to control his sphincter / discharge is a smaller and greater need / both day and night. Capable of only very rudimentary forms of nonverbal communication. Their overall condition requires constant care and supervision as fail to comply with even rudimentary self mode.
Severe neurological and other somatic suffering affect motility, commonly found generalized disorders of development and atypical autizum.
F 78 Other mental retardation
F 78 Other mental retardation
This category is only used when assessing the degree of mental retardation by conventional procedures is particularly difficult or impossible because of accompanying sensory or physical disorders such as blindness, gluhonemota, severe behavior disorder or bodily infirmity.
Disorders of psychological development
These disorders are characterized in that they have the following general events:
1. Start early childhood / baby / or childhood
2. Violation or delay in development of functions that are closely related to biological maturation of the central nervous system
3. Sustainable flow
In most cases damaged functions affecting language, visual-spatial skills and / or motor coordination. This is a partial delay in the development, in which an isolated function or skill is not developed in accordance with the expected rates in the characteristic time with preserved intellectual abilities. With the growth of children breaches progressively reduced, although often remain mild abnormalities in adulthood. Most of these conditions are met several times more common in boys than in girls.
For the development of the disorder is typical to have a family history, although in most cases this impact is paramount.
Etiology in most cases is unknown.
F 80 Specific developmental disorders of speech and language
F 80 Specific developmental disorders of speech and language
These are a group of disorders in which normal patterns of language acquisition are disturbed from the early stages of development.
These conditions are not directly attributable to abnormalities in neurological function or speech apparatus of sensory disorders or mental retardation.
The child can understand and communicate better in certain situations, most often in a familiar environment than in an unfamiliar, but his language skills in both cases are upset.
Slowed down early and talking uptake of speech skills. United in language development is often followed by sensory difficulties in reading and spelling, abnormalities in interpersonal relationships, emotional and behavioral disorders. This requires early and accurate diagnosis that should be performed by specialists / child psychiatrist, clinical psychologist, special education / in order to determine the clinical disorder by:
· Weight
· Conduct
· Type
· Supporting problems
It is essential to pay attention to how it is used speech and language. If abnormal, rather than simply conforming to the on - an early stage of development, or if it involves an abnormal quality traits is likely to be the case for the symptomatic disorder. If you observe and accompanying problems such as disturbances in school skills / most frequent abandonment in reading and spelling. / There may be emotional and / or behavioral disorders.
An important point in determining the disorder is the level of mental development.
Take into account other conditions that may lead to developmental disorders of speech as severe deafness, or other neurological disorders.
These are a group of disorders in which normal patterns of language acquisition are disturbed from the early stages of development.
These conditions are not directly attributable to abnormalities in neurological function or speech apparatus of sensory disorders or mental retardation.
The child can understand and communicate better in certain situations, most often in a familiar environment than in an unfamiliar, but his language skills in both cases are upset.
Slowed down early and talking uptake of speech skills. United in language development is often followed by sensory difficulties in reading and spelling, abnormalities in interpersonal relationships, emotional and behavioral disorders. This requires early and accurate diagnosis that should be performed by specialists / child psychiatrist, clinical psychologist, special education / in order to determine the clinical disorder by:
· Weight
· Conduct
· Type
· Supporting problems
It is essential to pay attention to how it is used speech and language. If abnormal, rather than simply conforming to the on - an early stage of development, or if it involves an abnormal quality traits is likely to be the case for the symptomatic disorder. If you observe and accompanying problems such as disturbances in school skills / most frequent abandonment in reading and spelling. / There may be emotional and / or behavioral disorders.
An important point in determining the disorder is the level of mental development.
Take into account other conditions that may lead to developmental disorders of speech as severe deafness, or other neurological disorders.
age crisis
age crisis
In the course of development of the child passes through the so-called age crises that are normal psychological phenomenon.
Kriza- first age of two to four years. Characterized by the appearance of negativity, opening his own "I" and a tendency towards self-sufficiency.
Kriza- second age of six to seven years. It is connected with the start of school, new requirements, discipline podchinyaemost, duties and responsibilities. Expanded mental horizons, made new patterns of behavior and attitude.
Third age kriza- pubertal crisis, with characteristic signs of puberty.
Most often supporting factors for a favorable outcome of the age crises are:
· Full and functioning family atmosphere of warmth, understanding and support in nearby and wider a surrounding environment
· Nurturing morally - ethical standards of behavior and compliance with generally accepted standards
· Natural way of life, compliance with hygiene standards, arrangements adapted to the age and characteristics of the child
· Targeting hobby, art / sport favored by the child and appropriate for his age sometimes is a factor that allows the child and the parents not only preudolyava crises but also meet important for his future personalities that can positively affect development
· Are important and interactions responsible institutions working with children professionally, to support child development, rather than a formal approach to children's lives
In Bulgaria for the diagnosis of disease was developed by International Classification of Diseases, which was adopted in Alphanumeric coding scheme.
In the course of development of the child passes through the so-called age crises that are normal psychological phenomenon.
Kriza- first age of two to four years. Characterized by the appearance of negativity, opening his own "I" and a tendency towards self-sufficiency.
Kriza- second age of six to seven years. It is connected with the start of school, new requirements, discipline podchinyaemost, duties and responsibilities. Expanded mental horizons, made new patterns of behavior and attitude.
Third age kriza- pubertal crisis, with characteristic signs of puberty.
Most often supporting factors for a favorable outcome of the age crises are:
· Full and functioning family atmosphere of warmth, understanding and support in nearby and wider a surrounding environment
· Nurturing morally - ethical standards of behavior and compliance with generally accepted standards
· Natural way of life, compliance with hygiene standards, arrangements adapted to the age and characteristics of the child
· Targeting hobby, art / sport favored by the child and appropriate for his age sometimes is a factor that allows the child and the parents not only preudolyava crises but also meet important for his future personalities that can positively affect development
· Are important and interactions responsible institutions working with children professionally, to support child development, rather than a formal approach to children's lives
In Bulgaria for the diagnosis of disease was developed by International Classification of Diseases, which was adopted in Alphanumeric coding scheme.
The most common mental disorders in childhood and adolescence / by International Classification of Diseases-X revision adapted for parents /
The most common mental disorders in childhood and adolescence
/ On International Classification of Diseases-X revision adapted for parents /
Characteristic of the child is the dynamic process of growth and development. Development begins before conception. Prospective parents the child receives the genetic material and the environment in which the development will proceed intrauterine life to achieve psychosocial maturity and autonomy. The family in which the child will appear largely determine its fate to whether pregnancy is desired, planned or not. System family is the basic structure for determining a child's development. The mother is a carrier of love and trust, the father is a carrier of social prestige and protection, subject to indifikatsiya boys. Institutional care without family has a very negative impact on the development of each child. Children in an institution subject to a series deprivation and loss in emotional and social aspect. Lack of warm sole emotional connection and lack of social patterns have a significant percentage of mental retardation and lasting emotional disorders and hampered socialization into adulthood. The child is a dynamic structure and can carry in themselves the prospect of development. It will happen tomorrow in knowing more may autonomously if all zaedno- parents and professionals take care of it. What today is nepreudolimo and unsolvable, tomorrow can be overcome as long as you know the factors that affect development.
We shall briefly the stages of child development and the factors that could disrupt it.
Periods in child development
During this period, forming a fetal organogenesis and tissue differentiation
Determinants that influence are:
· Genetic: hereditary material that the child receives from his parents.
· External biological These are infeksii, intoxications, malnutrition, injuries and other biological reasons that can cause damage to the mother and fetus.
The most common consequences of the adverse impact of these factors are mental immaturity in children, among other organ or neurological damage.
Second stage: infancy
Includes the first year of life.
Plays a key role relationship between mother and child. Them connect them not only about physical care action, but intensive processes of emotional relationships: cross-smile of three months, the pleasant sensation of skin contact, body heat, the pleasure of sucking during karmeneto.Kam sixth month the child knows the image of mother and sits at the end of the first year are the first words toddler.
Stage: Infancy
Includes age of one to three years
Mastery of walking, a strong attachment to mother and fear when removed from it. Mastery of speech, knows about a hundred words. The second year makes short sentences and understands a lot of environmental reality. Talk about himself in the third person knows himself in the mirror, likes to have.
Fourth stage: pre-school
The child is aged three to six years
Indifikatsiya process starts with the parent of the same sex. Aware of the difference between the sexes. Appear differentiated feelings as shame, guilt. Fortified fantasy that finds expression in the gaming business and the willingness to listen to stories. Child constantly asking questions. Has an idea of death, which is the basis for the experience of anxiety. This is the age of the questions: "What is it?" / Knowledge / "Why is that?" / Search causality /.
Fifth stage: Early school age
The child is aged 7 to 11 years
The child goes to school, which was a turning point in its development. For the first time there are serious commitments necessary to comply with order and discipline in chas.Vnimanieto not yet strong enough. Developed specifically-shaped memory. Creative imagination manifests itself in inventing stories, drawing and games.
Sixth stage: Middle school age
The child is aged 7 to 12 years
Begins puberitetnoto development. This is an important period of life and of itself is a normal and necessary critical period of life. Characterized by hormonal changes. Child maturing body, social and psychological. Child sometimes kept to himself, his inner life becomes much more intense, often does not recognize parental authority. Sense of justice and freedom are manifested with particular force. Relationship with peers replaces proximity to roditelite.Detsata like to argue, defend, defend yourself, try the possible limits. Sexual life conquered consciousness sexual desires are expressed in night nocturnal emission and masturbation.
Seventh stage: Upper school age
The child is aged 12 to 18 years
Children's interests are directed towards izvanuchishtni activities are facing society. Children develop a sense of altruism, kept the friendship and love. Indulge in hobbies and career choices. Under strict control by parents confront them.
/ On International Classification of Diseases-X revision adapted for parents /
Characteristic of the child is the dynamic process of growth and development. Development begins before conception. Prospective parents the child receives the genetic material and the environment in which the development will proceed intrauterine life to achieve psychosocial maturity and autonomy. The family in which the child will appear largely determine its fate to whether pregnancy is desired, planned or not. System family is the basic structure for determining a child's development. The mother is a carrier of love and trust, the father is a carrier of social prestige and protection, subject to indifikatsiya boys. Institutional care without family has a very negative impact on the development of each child. Children in an institution subject to a series deprivation and loss in emotional and social aspect. Lack of warm sole emotional connection and lack of social patterns have a significant percentage of mental retardation and lasting emotional disorders and hampered socialization into adulthood. The child is a dynamic structure and can carry in themselves the prospect of development. It will happen tomorrow in knowing more may autonomously if all zaedno- parents and professionals take care of it. What today is nepreudolimo and unsolvable, tomorrow can be overcome as long as you know the factors that affect development.
We shall briefly the stages of child development and the factors that could disrupt it.
Periods in child development
During this period, forming a fetal organogenesis and tissue differentiation
Determinants that influence are:
· Genetic: hereditary material that the child receives from his parents.
· External biological These are infeksii, intoxications, malnutrition, injuries and other biological reasons that can cause damage to the mother and fetus.
The most common consequences of the adverse impact of these factors are mental immaturity in children, among other organ or neurological damage.
Second stage: infancy
Includes the first year of life.
Plays a key role relationship between mother and child. Them connect them not only about physical care action, but intensive processes of emotional relationships: cross-smile of three months, the pleasant sensation of skin contact, body heat, the pleasure of sucking during karmeneto.Kam sixth month the child knows the image of mother and sits at the end of the first year are the first words toddler.
Stage: Infancy
Includes age of one to three years
Mastery of walking, a strong attachment to mother and fear when removed from it. Mastery of speech, knows about a hundred words. The second year makes short sentences and understands a lot of environmental reality. Talk about himself in the third person knows himself in the mirror, likes to have.
Fourth stage: pre-school
The child is aged three to six years
Indifikatsiya process starts with the parent of the same sex. Aware of the difference between the sexes. Appear differentiated feelings as shame, guilt. Fortified fantasy that finds expression in the gaming business and the willingness to listen to stories. Child constantly asking questions. Has an idea of death, which is the basis for the experience of anxiety. This is the age of the questions: "What is it?" / Knowledge / "Why is that?" / Search causality /.
Fifth stage: Early school age
The child is aged 7 to 11 years
The child goes to school, which was a turning point in its development. For the first time there are serious commitments necessary to comply with order and discipline in chas.Vnimanieto not yet strong enough. Developed specifically-shaped memory. Creative imagination manifests itself in inventing stories, drawing and games.
Sixth stage: Middle school age
The child is aged 7 to 12 years
Begins puberitetnoto development. This is an important period of life and of itself is a normal and necessary critical period of life. Characterized by hormonal changes. Child maturing body, social and psychological. Child sometimes kept to himself, his inner life becomes much more intense, often does not recognize parental authority. Sense of justice and freedom are manifested with particular force. Relationship with peers replaces proximity to roditelite.Detsata like to argue, defend, defend yourself, try the possible limits. Sexual life conquered consciousness sexual desires are expressed in night nocturnal emission and masturbation.
Seventh stage: Upper school age
The child is aged 12 to 18 years
Children's interests are directed towards izvanuchishtni activities are facing society. Children develop a sense of altruism, kept the friendship and love. Indulge in hobbies and career choices. Under strict control by parents confront them.
mental retardation
mental retardation
Mental retardation is a condition of arrested or incomplete development of intelligence, characterized by disorders funadamentalnite skills, namely:
· Cognitive / cognitive / and speech;
· Engine;
· Social;
Which affects the overall performance of the individual.
It can be combined, but may not be combined with others, and / or physical disorders. The incidence of other psychiatric disorders in mentally retarded persons is four times higher than in the general population.
Mentally retarded persons are at higher risk of exploitation, abuse, physical and / or sexual abuse.
Intelligence is a complex feature and it is estimated on the basis of a variety of fundamental and specific skills.
Can be severe disturbances in individual areas and at the same time there are areas with a well-developed skills.
Assessment of intellectual level is a serious and responsible task, which is based on all available information about the person including clinical results, adaptability of behavior considered and consistent with the cultural environment and the results of psychometric tests, consistent with age.
For reliable diagnosis should be a reduced level of intellectual functioning, leading to reduced capacity to adapt to the daily demands of the social environment. Accompanying mental or physical disorders affecting the clinical picture and the ability to use existing potential with information about. Evaluated global capabilities, not specific violations in various areas. Administered IQ tests and determination of IQ IQ must be based on standardized and adapted to the cultural norms requirements. Scales of social maturity and adaptation to Bulgarian standardized conditions should be completed by interviewing the parent / failing that, another person who takes care of everyday life and is familiar with the possibilities of research /.
In the normal course of thought-the memory processes IQ / IQ / should be more than 70 points.
Mental retardation is a condition of arrested or incomplete development of intelligence, characterized by disorders funadamentalnite skills, namely:
· Cognitive / cognitive / and speech;
· Engine;
· Social;
Which affects the overall performance of the individual.
It can be combined, but may not be combined with others, and / or physical disorders. The incidence of other psychiatric disorders in mentally retarded persons is four times higher than in the general population.
Mentally retarded persons are at higher risk of exploitation, abuse, physical and / or sexual abuse.
Intelligence is a complex feature and it is estimated on the basis of a variety of fundamental and specific skills.
Can be severe disturbances in individual areas and at the same time there are areas with a well-developed skills.
Assessment of intellectual level is a serious and responsible task, which is based on all available information about the person including clinical results, adaptability of behavior considered and consistent with the cultural environment and the results of psychometric tests, consistent with age.
For reliable diagnosis should be a reduced level of intellectual functioning, leading to reduced capacity to adapt to the daily demands of the social environment. Accompanying mental or physical disorders affecting the clinical picture and the ability to use existing potential with information about. Evaluated global capabilities, not specific violations in various areas. Administered IQ tests and determination of IQ IQ must be based on standardized and adapted to the cultural norms requirements. Scales of social maturity and adaptation to Bulgarian standardized conditions should be completed by interviewing the parent / failing that, another person who takes care of everyday life and is familiar with the possibilities of research /.
In the normal course of thought-the memory processes IQ / IQ / should be more than 70 points.
Empathy and validation in communicating with people with disabilities-fifth
Basic principles and psychiatric rehabilitation approaches that are developed and implemented in the world practice, are fully applicable to the mentally ill and people with disabilities. M. Kabanov in dealing with mentally ill individuals, the following principles
1. Partnership
2. multifaceted impact
3. unity of biological and psychosocial methods
4. grading of events
It is the principle of compensation and correction of deficiencies in psychophysical development of the sick persons.
Stages of rehabilitation, p; advanced by M. Kabanov, three and have the following sequence
1. Restorative Therapy
2. rehabilitation
3. Rehabilitation in the direct sense.
The first stage outlines the implementation of the biological / mostly drug and physiotherapy / methods of impact.
Important are the psychological and psychotherapeutic methods of impact.
Rehabilitation goals adaptation of persons with abnormal development to the requirements of the external environment, but in the conditions imposed by the disease. Here significant attention is paid to work on communication skills, life in nearby society, use of leisure time for the public benefit. Socialist. Rehabilitation is based on socialism. events with a wide range, between which are preparing for work / occupational therapy through other types of training such as socio-psychological training / family life, active and adequate sots.izyava and others.
Modern theoretical identify the main areas of rehabilitation of sick and disabled people in different areas of socialism. Life and differentiate them provisionally as psychological, educational, family, occupational and labor, public and free time.
Rehabilitation itself is revealed in the content and methods of 'educational practice' / best results are given in children /, which is aimed at:
1. Parenting behavior
2. Emotional education
3. moral education
4. Legal Education
5. Domestic education
6. labor-Profesinalno education
In conclusion I can say that mental illness in the strict sense of the word in 98% differ quantitatively from the norm.
You have to distinguish between the accentuation of character and mental illness. Usually they go into mental illness, but this is not always possible, especially when timely intervention of a psychologist.
I also want to note that in the psychological literature, there is the term "good" or "bad" person. "Bad" is actually one man with a problem.
Caregivers should be directed so that at one point the person with a disability to acquire the ability to cope independently with different problems, like our aspiration to be directed to the support and commitment, but not a permanent crutch emotsionalnna.
author; Nelly Pentcheva
1. Partnership
2. multifaceted impact
3. unity of biological and psychosocial methods
4. grading of events
It is the principle of compensation and correction of deficiencies in psychophysical development of the sick persons.
Stages of rehabilitation, p; advanced by M. Kabanov, three and have the following sequence
1. Restorative Therapy
2. rehabilitation
3. Rehabilitation in the direct sense.
The first stage outlines the implementation of the biological / mostly drug and physiotherapy / methods of impact.
Important are the psychological and psychotherapeutic methods of impact.
Rehabilitation goals adaptation of persons with abnormal development to the requirements of the external environment, but in the conditions imposed by the disease. Here significant attention is paid to work on communication skills, life in nearby society, use of leisure time for the public benefit. Socialist. Rehabilitation is based on socialism. events with a wide range, between which are preparing for work / occupational therapy through other types of training such as socio-psychological training / family life, active and adequate sots.izyava and others.
Modern theoretical identify the main areas of rehabilitation of sick and disabled people in different areas of socialism. Life and differentiate them provisionally as psychological, educational, family, occupational and labor, public and free time.
Rehabilitation itself is revealed in the content and methods of 'educational practice' / best results are given in children /, which is aimed at:
1. Parenting behavior
2. Emotional education
3. moral education
4. Legal Education
5. Domestic education
6. labor-Profesinalno education
In conclusion I can say that mental illness in the strict sense of the word in 98% differ quantitatively from the norm.
You have to distinguish between the accentuation of character and mental illness. Usually they go into mental illness, but this is not always possible, especially when timely intervention of a psychologist.
I also want to note that in the psychological literature, there is the term "good" or "bad" person. "Bad" is actually one man with a problem.
Caregivers should be directed so that at one point the person with a disability to acquire the ability to cope independently with different problems, like our aspiration to be directed to the support and commitment, but not a permanent crutch emotsionalnna.
author; Nelly Pentcheva
Empathy and validation in communicating with people with disabilities-Part Four
Term that deserves to be discussed is that compensation, which means balancing shortage. This often unconscious psychological process consists in the replacement of real or perceived lack or shortage by secondary behaviors that sometimes well-oriented reality. A typical example is the famous theorist in the field of psychology Karen Horney, who claimed for themselves that since it is not beauty, will become pundits. It is the man who developed the theory of compensation and leave a lasting impression in the science of psychology.
Compensation may be exercised and plan vaorazhaemoto: occur so neurotic and subjects with delusions that mentally experiencing unprecedented feats or are considered extraordinary personalities to hide their failure in social life.
Compensation in respect of persons with disabilities is through the correction / repair, improvement, smoothing /.
Are also used terms correctional - educational impact or correctional developing work.
Correction underlies social rehabilitation. The generality of this principle is evident from the fact that the adjustment of the primary defect caused by variations in secondary mental / personality / development of a certain category of persons is both a basic pattern, nature, content, purpose and set of tasks of rehabilitation.
Purpose and objectives of the correction work include overcoming sotsialnopsihichnite abnormalities in people with disabilities, best results are achieved in children. In subjects over 45 years is typical regidnostta / rigid in their views, attitudes, perceptions, etc. / and the work is difficult, even if the results may become impossible.
Some of the tasks of the adjustment:
1. Profelatika development contained in the creation of conditions preventing its further more deviations and distortions in development.
2. Correction of improper external experts present, knowledge, habits, habits / two concepts are not edentichni / skills, values, personality traits and more. Overcome is available variations inherent in the type uvredenost.
3. Correction of higher mental processes and functions of the emotional-volitional characteristics and social traits of people with disabilities.
4. Development and proper formation of the personality by establishing adequate moral, behavioral, occupational and other habits and skills, as well as education of citizenship and appropriate lifestyle.
Means of correction work with people with disabilities should be consistent with the type of damage.
It is known that the correction of the damaged functions leads to positive physiological changes and consequent beneficial effect on the primary defect and processes span multiple neurophysiological, neuropsychatric and psychological mechanisms. Through these systematic correction effects create conditions for the organization and development of higher mental functions, which reflects positively on the basic physiological and psychological functions of the CNS. Intense activity of the nervous system determines / suggests / creation of many important contingent connections, relationships and modes, and this is a condition for the activation and the cycle of damaged areas in its purposeful activity. Conditions arise diminizirane of nerve processes in damaged or underdeveloped units of the nervous system, which constantly excite and develop neural cells and carry out their functional specialization. So external corrective action acquires biological sense and is fixed to the phenomena of biological adjustment.
In case of damage in the central nervous system activity or analysts sometimes seen psevdokopensatsiya. It is a pathologically driven responses that are fixed, stabilized and expressed themselves in case of adaptive difficulties. These are primarily neurotic, characterological and behavioral reactions, inadequate in a case, but occurring spontaneously occurring without proper control. It is possible the development of decompensation or return to functioning observed prior to compensation.
Compensatory processes depend on a number of conditions and these are quantitative-qualitative characteristics of damaged Structure and functions, the degree of deformation, the reserve capacity of the system, the individual characteristics of the higher nervous activity, the age in which they are incurred dysfunction, the level of psychophysical development, attitude to disability and education, socialist. position of socialist activity. relations form the core business and others.
Is an original approach in determining the substantive aspects of rehabilitation in cases where abnormalities in the development of the individual are the result of mental illness. They are carriers of a number of features, the most important of which are expressed in the overall personality change and in violation of its links and relations in society. Naturally, the rehabilitation of the mentally ill contains is realized by medical and social events, but its main goal is socialist. Embed individual commensurate with, conditioned by his state of health. Depending on the nature of the disease process and the significance of its impact on the individual, socialist. Rehabilitation is carried out as a necessity in some of its following aspects - resocialization, labor-professional rehabilitation, socialist. Integration.
Despite the diversity of disease processes and their somatic manifestations, despite the complex pathological picture of the different types of inappropriate development here clearly outlines a common feature - socialist. Inadequacy, ineptitude or alienation of the mentally ill and some people with disabilities as a result of its failure can not make a corresponding sots.iziskvaniya reflective capabilities and social position. Sometimes deviations in development are also expressed relief that the lives of the mentally ill in the natural conditions of the society is significantly difficult or impossible. Therefore, these cases require underlined social focus on rehabilitation effect
Author: Nelly Pentcheva
Compensation may be exercised and plan vaorazhaemoto: occur so neurotic and subjects with delusions that mentally experiencing unprecedented feats or are considered extraordinary personalities to hide their failure in social life.
Compensation in respect of persons with disabilities is through the correction / repair, improvement, smoothing /.
Are also used terms correctional - educational impact or correctional developing work.
Correction underlies social rehabilitation. The generality of this principle is evident from the fact that the adjustment of the primary defect caused by variations in secondary mental / personality / development of a certain category of persons is both a basic pattern, nature, content, purpose and set of tasks of rehabilitation.
Purpose and objectives of the correction work include overcoming sotsialnopsihichnite abnormalities in people with disabilities, best results are achieved in children. In subjects over 45 years is typical regidnostta / rigid in their views, attitudes, perceptions, etc. / and the work is difficult, even if the results may become impossible.
Some of the tasks of the adjustment:
1. Profelatika development contained in the creation of conditions preventing its further more deviations and distortions in development.
2. Correction of improper external experts present, knowledge, habits, habits / two concepts are not edentichni / skills, values, personality traits and more. Overcome is available variations inherent in the type uvredenost.
3. Correction of higher mental processes and functions of the emotional-volitional characteristics and social traits of people with disabilities.
4. Development and proper formation of the personality by establishing adequate moral, behavioral, occupational and other habits and skills, as well as education of citizenship and appropriate lifestyle.
Means of correction work with people with disabilities should be consistent with the type of damage.
It is known that the correction of the damaged functions leads to positive physiological changes and consequent beneficial effect on the primary defect and processes span multiple neurophysiological, neuropsychatric and psychological mechanisms. Through these systematic correction effects create conditions for the organization and development of higher mental functions, which reflects positively on the basic physiological and psychological functions of the CNS. Intense activity of the nervous system determines / suggests / creation of many important contingent connections, relationships and modes, and this is a condition for the activation and the cycle of damaged areas in its purposeful activity. Conditions arise diminizirane of nerve processes in damaged or underdeveloped units of the nervous system, which constantly excite and develop neural cells and carry out their functional specialization. So external corrective action acquires biological sense and is fixed to the phenomena of biological adjustment.
In case of damage in the central nervous system activity or analysts sometimes seen psevdokopensatsiya. It is a pathologically driven responses that are fixed, stabilized and expressed themselves in case of adaptive difficulties. These are primarily neurotic, characterological and behavioral reactions, inadequate in a case, but occurring spontaneously occurring without proper control. It is possible the development of decompensation or return to functioning observed prior to compensation.
Compensatory processes depend on a number of conditions and these are quantitative-qualitative characteristics of damaged Structure and functions, the degree of deformation, the reserve capacity of the system, the individual characteristics of the higher nervous activity, the age in which they are incurred dysfunction, the level of psychophysical development, attitude to disability and education, socialist. position of socialist activity. relations form the core business and others.
Is an original approach in determining the substantive aspects of rehabilitation in cases where abnormalities in the development of the individual are the result of mental illness. They are carriers of a number of features, the most important of which are expressed in the overall personality change and in violation of its links and relations in society. Naturally, the rehabilitation of the mentally ill contains is realized by medical and social events, but its main goal is socialist. Embed individual commensurate with, conditioned by his state of health. Depending on the nature of the disease process and the significance of its impact on the individual, socialist. Rehabilitation is carried out as a necessity in some of its following aspects - resocialization, labor-professional rehabilitation, socialist. Integration.
Despite the diversity of disease processes and their somatic manifestations, despite the complex pathological picture of the different types of inappropriate development here clearly outlines a common feature - socialist. Inadequacy, ineptitude or alienation of the mentally ill and some people with disabilities as a result of its failure can not make a corresponding sots.iziskvaniya reflective capabilities and social position. Sometimes deviations in development are also expressed relief that the lives of the mentally ill in the natural conditions of the society is significantly difficult or impossible. Therefore, these cases require underlined social focus on rehabilitation effect
Author: Nelly Pentcheva
Empathy and validation in communicating with people with disabilities-Part Three
Concrete and specific social relations that are demanded of us object of communication and validation of people with disabilities find exactly the content and forms of communication. But this is communication, which organizes / directs stimulates / absorption of culture obshtestvoto- cognitive, emotional, social and others, presented as a psychological and social phenomena with emotional character. These relationships assist people with disabilities in their socialization in shaping the feelings / emotions unlike the feelings are stronger mental experiences that last a long time / necessary in their collaboration with other people and that increase the effectiveness of communication by creating emotional background with a positive meaning and practice different activities and social interactions, which also involves the transmission and utilization of experience and culture in terms of the emotional-volitional favorable climate. These two aspects of communication are updated through several basic techniques of influence / interaction / suggestion infection / initiation / belief, imitation, support, guidance, etc. Due to the fact that these processes unfold in people with disabilities in the field of socialism. Their capabilities and skills of some of them, except they will have instructional and compensatory, corrective and evolutionary significance. The relations / interaction / between social individuals that occur in a specially organized / "pedagogical" in nature / environment and managed / directed / merging the forms of communication with pedagogical forms of communication. The factors that determine the methods and techniques of influence and interaction are mainly age, sex, and temperamental determeniranite biological characteristics and specificities and very damaging.
Another problem area for people with disabilities, which applies to able-bodied people are complex. The complex is a combination of unconscious aspirations that determines the attitudes, behavior, dreams, etc. For many people the content of this concept remains unclear. Some think that it is an internal conflict that opposes the moral consciousness of sexual and aggressive instincts, others- that is caused by the strong shock of a sexual nature. Almost all believe that this is a morbid phenomenon. But this is not so. In psychoanalytic terminology that word means a combination of individual traits, desires, emotions, feelings, conflicting affective attitudes that practically always unconscious, and it is all organized in a structure which is part of the personality.
With regard to people with disabilities primary defect formed secondary complex of failure, which is most pronounced in the cognitive sphere of personality. Here it usually is a different depth levels of narushenost intellect or his toolbox / use /. The limited cognitive capacity usually leads to a significant decrease in cognitive activity of the disabled person or to its partial development and redirection / concentration / to more inaccessible areas of activity and knowledge. It is characterized by reduced activity provided Sredov and dwindling time opportunities for learning and development of their cognitive activity. As a result of the disease, problems in activity and in the early stages of development occurs partly delay in the formation of cognition and experience. In this sense, early professional intervention for children with disabilities is particularly important
Author: Nelly Pentcheva
Another problem area for people with disabilities, which applies to able-bodied people are complex. The complex is a combination of unconscious aspirations that determines the attitudes, behavior, dreams, etc. For many people the content of this concept remains unclear. Some think that it is an internal conflict that opposes the moral consciousness of sexual and aggressive instincts, others- that is caused by the strong shock of a sexual nature. Almost all believe that this is a morbid phenomenon. But this is not so. In psychoanalytic terminology that word means a combination of individual traits, desires, emotions, feelings, conflicting affective attitudes that practically always unconscious, and it is all organized in a structure which is part of the personality.
With regard to people with disabilities primary defect formed secondary complex of failure, which is most pronounced in the cognitive sphere of personality. Here it usually is a different depth levels of narushenost intellect or his toolbox / use /. The limited cognitive capacity usually leads to a significant decrease in cognitive activity of the disabled person or to its partial development and redirection / concentration / to more inaccessible areas of activity and knowledge. It is characterized by reduced activity provided Sredov and dwindling time opportunities for learning and development of their cognitive activity. As a result of the disease, problems in activity and in the early stages of development occurs partly delay in the formation of cognition and experience. In this sense, early professional intervention for children with disabilities is particularly important
Author: Nelly Pentcheva
Empathy and validation in communicating people with physical disabilities-Part Two
Philosophers and social theorists have long accepted that the test of empathy leads to greater support and even altruism / give without expecting reward. Altruism is a form of selfishness, because no man can escape the ego ie Self. Self is what makes man /. If parents have a warm relationship with their children and pay attention to the consequences of their behavior on others' welfare, children are more likely to relate well to others than when these conditions are absent.
On the other hand, the situations in which aid to suffering another person is not easy, and even impossible, empathize may try to avoid the unpleasant feeling either physically or psychologically as a "freeze" ie remains indifferent. If the pain of the other is extremely high or he exhibits strong agony empathize one can escape physical or psychological situation. This escape from the cause unpleasant feelings of empathy test is less likely to occur if a person does not just feel empathy, but also sympathetic to the other, ie reported that feels emotionally instigated to help the other, that compassion, sympathy and warmth. Such empathy / sympathy was separated from empathy, which, as otpredelena above is limited to the testing of the same type of emotion as the other person. At least some studies show that the final form of empathy does not lead to altruism. Regardless of which approach is adopted to empathy, samootchetite show higher results in women than in men, ie. women are more empathic than men.
Particularly in terms of empathy and care for people with disabilities in philosophy, socialism. Psychology, and other sotsiollogiyata is customary to believe that social relations to which it relates and empathy are the product and form of communication. Its various functions belong: communication is a tool for development of human nature, foktor for "becoming" human condition to human determinanator behavior and joint action, a way of existence of the human community.
Often communication is otpredelya as "complex and multifaceted process of social / information and slides / human interaction.
The nature of relations in the process of communication is determined by two types of the contents and emotional business. Emotional-volitional forms of communication / in leading significance of emotions / suggest both positive and negative relations between which are compassion, solidarity, commitment, support, suggestion, rejection, tension, antagonism, conflict, etc. Business forms suggest prelozhenie, discussion, opinion, information, support, request for information and opinion and more. Updated in these and other forms of social relations / communication as / reflect its nature, content and result output.
On the other hand, the situations in which aid to suffering another person is not easy, and even impossible, empathize may try to avoid the unpleasant feeling either physically or psychologically as a "freeze" ie remains indifferent. If the pain of the other is extremely high or he exhibits strong agony empathize one can escape physical or psychological situation. This escape from the cause unpleasant feelings of empathy test is less likely to occur if a person does not just feel empathy, but also sympathetic to the other, ie reported that feels emotionally instigated to help the other, that compassion, sympathy and warmth. Such empathy / sympathy was separated from empathy, which, as otpredelena above is limited to the testing of the same type of emotion as the other person. At least some studies show that the final form of empathy does not lead to altruism. Regardless of which approach is adopted to empathy, samootchetite show higher results in women than in men, ie. women are more empathic than men.
Particularly in terms of empathy and care for people with disabilities in philosophy, socialism. Psychology, and other sotsiollogiyata is customary to believe that social relations to which it relates and empathy are the product and form of communication. Its various functions belong: communication is a tool for development of human nature, foktor for "becoming" human condition to human determinanator behavior and joint action, a way of existence of the human community.
Often communication is otpredelya as "complex and multifaceted process of social / information and slides / human interaction.
The nature of relations in the process of communication is determined by two types of the contents and emotional business. Emotional-volitional forms of communication / in leading significance of emotions / suggest both positive and negative relations between which are compassion, solidarity, commitment, support, suggestion, rejection, tension, antagonism, conflict, etc. Business forms suggest prelozhenie, discussion, opinion, information, support, request for information and opinion and more. Updated in these and other forms of social relations / communication as / reflect its nature, content and result output.
Empathy and validation in the communication of people with physical disabilities-Part
Empathy and validation in the communication of people with physical disabilities
Empathy means empathy, emotional communication by man. Saprizhivyavane feelings, perceptions and thoughts of the other. Some psychologists and philosophers believe that empathy is the basis of all positive social relationships. Aside from the earliest childhood in communicating with the child's mother. Mother intuitively perceived needs and feelings of her baby, which is connected. This ability is related to the fact that initially the child is related to his mother. It explains why even very young children are aware of the concerns, anxiety and joy of their parents. Empathy is the foundation of the process of indifikatsiya / identification / with the parent of the same sex and the psychological understanding of the other. Clinical psychologists tend to define the term empathy more widely, including intektualnoto understanding / pridimno refers to therapists, psychologists / sharing feelings, the ease and effectiveness of communication and positive attitude of the therapist to the client. Although this definition seems attractive it leads to confusion. To be therapeutically targeted empathy should "be well-balanced."
The term has cognitive / cognitive / aspect that includes the person's ability to understand intellectually the internal experience of the other. The importance of cognitive empathy probably assisted communication mezhdu two. In concept includes that person who feels empathy will be more inclined to like and accept other help as a result of this empathy.
Third approach to empathy defines it as the experience of an emotion by the test empathy, because he sees that the other feels this emotion. Some development-oriented theorists maintain that such direct / in my opinion should not directly, since according to children's yunoshskata psychology of children must be given reliable information in an appropriate manner consistent with the child's age. / Sharing of feelings between parent and young child is the key step in the process of maturation.
Key prior condition for empathy is empathize to present itself as having the same experience, whatever else, thus imagine that assumes the role of the other. This mental process contrasts with consideration of other more or less objectified intellectualization ways.
This approach to empathy overlap with cognitive-oriented approach that is based on kognivniya or mental process of perception. This cognitive process does not necessarily correspond to the actual, so people can empathize and to actor or fictional character. People feel more empathy for others in the same situation that empathize survived, watched closely or imagined before that through.
One can be brought to trial empathy of any information or stimulus, providing some basis to draw conclusions about the state of the other, whether that information consists of knowledge about the situation in which the other person, perception of facial expressions or body movements, verbal statements / explanations by words /.
Author: Nelly Pentcheva
Empathy means empathy, emotional communication by man. Saprizhivyavane feelings, perceptions and thoughts of the other. Some psychologists and philosophers believe that empathy is the basis of all positive social relationships. Aside from the earliest childhood in communicating with the child's mother. Mother intuitively perceived needs and feelings of her baby, which is connected. This ability is related to the fact that initially the child is related to his mother. It explains why even very young children are aware of the concerns, anxiety and joy of their parents. Empathy is the foundation of the process of indifikatsiya / identification / with the parent of the same sex and the psychological understanding of the other. Clinical psychologists tend to define the term empathy more widely, including intektualnoto understanding / pridimno refers to therapists, psychologists / sharing feelings, the ease and effectiveness of communication and positive attitude of the therapist to the client. Although this definition seems attractive it leads to confusion. To be therapeutically targeted empathy should "be well-balanced."
The term has cognitive / cognitive / aspect that includes the person's ability to understand intellectually the internal experience of the other. The importance of cognitive empathy probably assisted communication mezhdu two. In concept includes that person who feels empathy will be more inclined to like and accept other help as a result of this empathy.
Third approach to empathy defines it as the experience of an emotion by the test empathy, because he sees that the other feels this emotion. Some development-oriented theorists maintain that such direct / in my opinion should not directly, since according to children's yunoshskata psychology of children must be given reliable information in an appropriate manner consistent with the child's age. / Sharing of feelings between parent and young child is the key step in the process of maturation.
Key prior condition for empathy is empathize to present itself as having the same experience, whatever else, thus imagine that assumes the role of the other. This mental process contrasts with consideration of other more or less objectified intellectualization ways.
This approach to empathy overlap with cognitive-oriented approach that is based on kognivniya or mental process of perception. This cognitive process does not necessarily correspond to the actual, so people can empathize and to actor or fictional character. People feel more empathy for others in the same situation that empathize survived, watched closely or imagined before that through.
One can be brought to trial empathy of any information or stimulus, providing some basis to draw conclusions about the state of the other, whether that information consists of knowledge about the situation in which the other person, perception of facial expressions or body movements, verbal statements / explanations by words /.
Author: Nelly Pentcheva
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