scholarly journals Evaluating the effectiveness of psychological assistance to primary schoolchildren with cognitive health disorders aimed at developing their self-regulation skills

2021 ◽  
Vol 11 (4) ◽  
pp. 91-111
Author(s):  
Elena Aleksandrovna Chereneva ◽  
◽  
Estate (Tato) M. Sokhadze ◽  
Irina Yakovlevna Stoyanova ◽  
◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Extracurricular Activities ◽  
Intellectual Development ◽  
Self Regulation ◽  
Statistical Processing ◽  
Psychological Support ◽  
Mild Intellectual Disability ◽  
Cognitive Health ◽  
Primary Schoolchildren ◽  
Psychological Assistance

Introduction. The authors investigate the problem of developing self-regulation skills in primary schoolchildren with cognitive impairments within the education system. The purpose of the article is to evaluate the effectiveness of implementing the program of psychological support aimed at developing self-regulation as a way of enhancing adaptive strategies of behavior and components of self-regulation. Materials and Methods. The study employs a formative psychological and educational experiment (the action research). The collected empirical data were analyzed and summarized. The sample consisted of 456 students, aged between 8 to 11 years, who were divided into three groups: NID (normal intellectual development), ID (intellectual disability), and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, the method of correlation pleiades. Results. The research findings have shown that program of psychological support aimed at formation of self-regulation developed and implemented by the authors has proven to be effective. It contributes to successful formation of self-regulation in children with cognitive impairment. The program is a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The article concludes that the implementation of the program of psychological support has led to a significant increase in the indicators of self-regulation components in the subjects. The obtained data can be used by educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

scholarly journals Investigating psychological characteristics of self-regulation in schoolchildren with cognitive disorders

2021 ◽  
Vol 11 (6) ◽  
pp. 46-60
Author(s):  
Elena Aleksandrovna Chereneva ◽  
◽  
Xiaoli Li ◽  
Irina Yakovlevna Stoyanova ◽  
◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Extracurricular Activities ◽  
Cognitive Disabilities ◽  
Self Regulation ◽  
Research Data ◽  
Psychological Characteristics ◽  
Mild Intellectual Disability ◽  
Educational Settings ◽  
Cognitive Health ◽  
Primary Schoolchildren

Introduction. The authors investigate psychological characteristics of self-regulation in primary schoolchildren with cognitive impairments. The purpose of the article is to identify key determinants of the manifestation of self-regulation as the leading mechanism of adaptation. The results obtained can contribute to developing psychological support programs within school conditions and facilitate adaptive strategies of behavior and components of self-regulation. Materials and Methods. The methodological foundations of the research included leading positions of psychology about the formation of the behavior of children with cognitive disabilities. The research was carried out in the logic of the ascertaining psychological and educational experiment; the material obtained from the collection of empirical data was analyzed and generalized. The sample consisted of 456 schoolchildren aged between 8 and 11 years, who were divided into three groups: NID (normal intellectual development), MR (mental retardation) and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, and the method of correlation pleiades. Results. The research findings include identifying the main psychological characteristics of self-regulation in primary schoolchildren with cognitive impairment. The research data enabled to develop self-regulation skills in schoolchildren with cognitive impairment. The results obtained are considered as a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The study concludes that after identifying the psychological characteristics of self-regulation in primary schoolchildren with impaired cognitive health, it is possible to develop programs of psychological assistance for educational settings. The research data can be used within educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

The author’s programme of motoral improvement and physical fitness of intellectually disabled people

Physiotherapy ◽  
2015 ◽  
Vol 23 (1) ◽  
Author(s):  
Paweł Drobnik ◽  
Agnieszka Cybulska ◽  
Robert Dargiewicz
Keyword(s):  
Intellectual Disability ◽  
Physical Fitness ◽  
Intellectual Development ◽  
Special Test ◽  
Mild Intellectual Disability ◽  
Disabled People ◽  
Intellectually Disabled ◽  
Improvement Program ◽  
Degree Of Disability ◽  
The Impact

AbstractRegardless of which part of the world people live in, approx. 10-15% of society is disabled in terms of senses, physical or intellectual development.The objective of the undertaken studies was to assess physical fitness of intellectually disabled people on the example of disabled people under the custody of the Nursing Home (NH) in Gdańsk as well as to examine the impact of the authors’ improvement program entitled “Me and my fitness” on improvement of physical fitness.The studies involved 23 participants who were divided according to the degree of disability and age. Initial measurement of physical fitness was performed using the Eurofit Special test. After diagnosing physical fitness, the authors’ improvement program was introduced into the patients’ daily schedule. The program was implemented for six months, after which another measurement was performed using the same research tool.It was stated that the implemented motor improvement program beneficially impacted results in selected tests regarding physical fitness of the participants with mild intellectual disability. The results did not indicate significant changes, in particular in the group of people with moderate intellectual disability.1. The authors’ improvement program “Me and my fitness” indicates statistical symptoms beneficially impacting the relation with maintaining physical fitness measured by the Eurofit Special test among the participants with mild intellectual disability in a group of 30-45 year-olds. 2. The studies indicated that there are certain trends, curves showing the direction of changes, which after a longer period of improvement applying the authors’ program may become statistically significant.

scholarly journals FEATURES OF PSYCHOLOGICAL SUPPORT OF THE EDUCATIONAL PROCESS IN THE CONVENTION OF THE COVID-19 PANDEMIC

2021 ◽  
pp. 365-370
Author(s):  
Diana Romanovska ◽  
Roksolana Mintianska
Keyword(s):  
Distance Learning ◽  
School Psychologists ◽  
Self Regulation ◽  
Educational Process ◽  
Psychological Support ◽  
Psychological Services ◽  
Professional Activity ◽  
Digital Competence ◽  
Psychological Service ◽  
Psychological Assistance

The urgency of the problem is determined by the growing need of participants in the educational process affected by the COVID-19 pandemic in 2020 for psychological assistance, and the lack of research that would help school psychologists, social educators to provide quality educational services in distance learning. The purpose of the article is to present the results of research on the psychological support of the educational process in quarantine, to present the experience of the scientific and methodological center of practical psychology and social work of Chernivtsi In-Service Teacher Training Institute, to determine strategies for scientific and methodological support of psychological services in pandemics and distance learning. The article analyzes the quantitative indicators of online activities, the subject of appeals to psychological services by students, parents, teachers during quarantine, Internet resources used in the process of psychological assistance in distance learning. It has been established that quarantine has reduced the productivity of the psychological service of educational institutions, caused restrictions in professional activities. School psychologists fulfilled their professional workload with students only by 18.8%, and social educators − by 9.7%. Many students were not covered by psychological support, socio-pedagogical assistance, and were left «alone» with their problems and difficulties at home. According to the results of the research, the strategies of scientific and methodological support of the activity of psychological service specialists are determined: development of autopsychological competence and self-regulation; development of digital competence; development of tools for professional activity on harmonization of psycho-emotional state, restoration of mental health in victims of the COVID-19 pandemic participants in the educational process.

scholarly journals The program of psychological rehabilitation of persons with acquired disorders of the musculoskeletal system

2021 ◽  
Vol 18 (2) ◽  
pp. 31-42
Author(s):  
Tatyana N. Razuvaeva ◽  
Anna V. Lokteva ◽  
Julia N. Gut ◽  
Eugenia P. Pchelkina
Keyword(s):  
Musculoskeletal Disorders ◽  
Musculoskeletal System ◽  
Self Regulation ◽  
Value Orientations ◽  
Psychological Support ◽  
Social Adaptation ◽  
Psychological Characteristics ◽  
Diagnostic Tools ◽  
Rehabilitation Process ◽  
Psychological Assistance

The study of factors influencing the success of rehabilitation of persons with acquired musculoskeletal disorders acquired in adulthood is determined by the increasing role in the psychological support and integration of such individuals into society, as well as the lack of methodological approaches and proven recommendations aimed at improving the rehabilitation process. The paper presents the psychological characteristics of people with musculoskeletal disorders acquired in adulthood. According to the results of psychodiagnostic examination, the program of psychological support for persons with musculoskeletal disorders has been developed. The aim of the study was to study the psychological characteristics of persons with acquired disorders of musculoskeletal disorders, to develop and evaluate the effectiveness of the program of psychological rehabilitation. We used the following research methods: clinical and psychological, psychodiagnostic, statistical, methods of analysis of empirical data. The ascertaining study was carried out with two groups: with disorders of the musculoskeletal disorders and without violations of the musculoskeletal disorders (the total number of participants was 60 people). Diagnostic tools: questionnaire Adaptability (A.G. Maklakov, S.V. Chermyanin), Freiburg personality questionnaire (modified by A.A. Krylov, T.I. Ronginskaya), Style of self-regulation of behavior (V.I. Morosanov), Test of resilience (S. Maddy, adaptation by DA Leontiev). Statistical data processing was carried out using the following criteria: Mann-Whitney U-test, Wilcoxon T-test using SPSS Statistics 19. It was revealed that persons with acquired disorders of musculoskeletal disorders are characterized by low adaptive abilities, an increased level of neuropsychic stress. Characterized by an insufficient level of self-regulation, the ability to consciously plan activities. It is determined that resilience is characterized by low involvement, insufficient ability to overcome life difficulties. It is shown that a personal factor that enhances maladjustment is low contact, emotional tension when interacting with others. The proposed program of psychological assistance to persons with disorders of the musculoskeletal system helps to overcome passivity, alienation; the formation of independence, responsibility, an active life position, a system of value orientations, strengthening of social position, and, ultimately, successful social adaptation.

scholarly journals Academic self-regulation in students with mild intellectual disability

2012 ◽  
Vol 11 (3) ◽  
pp. 383-401
Author(s):  
Djuric-Zdravkovic Aleksandra ◽  
Japundza-Milisavljevic Mirjana ◽  
Mutavdzic Dragosav
Keyword(s):  
Intellectual Disability ◽  
Self Regulation ◽  
Mild Intellectual Disability

scholarly journals Self-Regulation in Children with Intellectual Disability

2015 ◽  
Vol 16 (3-4) ◽  
Author(s):  
Haris Memisevic
Keyword(s):  
Executive Function ◽  
Intellectual Disability ◽  
Academic Success ◽  
Executive Functions ◽  
Self Regulation ◽  
Educational Institutions ◽  
Mild Intellectual Disability ◽  
Behavior Rating Inventory ◽  
Clinically Significant ◽  
Children With Intellectual Disability

Abstract. Self-regulation is an important executive function responsible for the control of emotions, behaviors and inner processes. It is related to the academic success of the children as well as to their cognitive and social development. Children with intellectual disability are reported to have significant deficits in self-regulation skills.The goal of this study was to examine self-regulation skills in children with mild intellectual disability. The additional goals were to examine self-regulation in relation to the child’s gender and to examine the relationship between age and self-regulation.. The sample for this study comprised 42 children with mild intellectual disability, aged 7 to 15. There were 22 boys and 20 girls. Self-regulation was assessed with the Behavior Rating Inventory of Executive Function (BRIEF).. The results indicated that 10 children or 23.8% had clinically significant deficit in self-regulation skills. Self-regulation skills in this sample were significantly lower as compared to the normative sample. Boys had better self-regulation skills than the girls in this sample. Self-regulation skills were improving with age for this sample of participants.. Given the fact that these skills can be improved, it is suggested that educational institutions should give more attention to the development of executive functions at school age. Educational institutions should consider incorporating the training of executive functions into their curriculums.

scholarly journals Comprehensive study of 28 individuals with SIN3A-related disorder underscoring the associated mild cognitive and distinctive facial phenotype

2021 ◽  
Author(s):  
Meena Balasubramanian ◽  
Alexander J. M. Dingemans ◽  
Shadi Albaba ◽  
Ruth Richardson ◽  
Thabo M. Yates ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Protein Function ◽  
Autism Spectrum ◽  
Loss Of Function ◽  
Mild Intellectual Disability ◽  
Related Disorder ◽  
Feeding Difficulties ◽  
Facial Phenotype ◽  
Novel Variants ◽  
Common Behaviour

AbstractWitteveen-Kolk syndrome (OMIM 613406) is a recently defined neurodevelopmental syndrome caused by heterozygous loss-of-function variants in SIN3A. We define the clinical and neurodevelopmental phenotypes related to SIN3A-haploinsufficiency in 28 unreported patients. Patients with SIN3A variants adversely affecting protein function have mild intellectual disability, growth and feeding difficulties. Involvement of a multidisciplinary team including a geneticist, paediatrician and neurologist should be considered in managing these patients. Patients described here were identified through a combination of clinical evaluation and gene matching strategies (GeneMatcher and Decipher). All patients consented to participate in this study. Mean age of this cohort was 8.2 years (17 males, 11 females). Out of 16 patients ≥ 8 years old assessed, eight (50%) had mild intellectual disability (ID), four had moderate ID (22%), and one had severe ID (6%). Four (25%) did not have any cognitive impairment. Other neurological symptoms such as seizures (4/28) and hypotonia (12/28) were common. Behaviour problems were reported in a minority. In patients ≥2 years, three were diagnosed with Autism Spectrum Disorder (ASD) and four with Attention Deficit Hyperactivity Disorder (ADHD). We report 27 novel variants and one previously reported variant. 24 were truncating variants; three were missense variants and one large in-frame gain including exons 10–12.

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