scholarly journals Psychological Correction of Parental Attitudes to Mentally-retarded Children

2021 ◽  
pp. 192-199
Author(s):  
В.В. Кисова
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Parental Attitudes ◽  
Team Work ◽  
Training Methods ◽  
Psychological Training ◽  
Emotional Aspects ◽  
Physical Limitations ◽  
Mentally Retarded Children ◽  
Orientation Training

В статье рассмотрена проблема психологической коррекции эмоционального компонента родительского отношения к дошкольникам с задержкой психического развития (ЗПР). В ней обоснована актуальность направления психологической работы по гармонизации эмоционального отношения родителей к детям с ограниченными возможностями здоровья. Изложены результаты экспериментального исследования указанного феномена, которые позволили автору выделить основные виды эмоционального родительского отношения к дошкольникам с ЗПР (амбивалентный и условное принятие) и наиболее характерные психологические типы личности родителей (авторитарный и психосоматичный). Представлены задачи и принципы групповой работы с родителями, основные и вспомогательные методические приемы тренинговой работы, а также описана Программа психологического тренинга по развитию у родителей дошкольников с задержкой психического развития безусловного эмоционального принятия своих детей. Рассмотрены три блока программы: ориентировочный, обучающий и развивающий, стратегия психокоррекционной работы в каждом блоке, наиболее эффективные для работы методические приемы психокоррекции. Приведены результаты тренинговой работы с родителями дошкольников с задержкой психического развития, заключающиеся в изменении личностных особенностей, в частности эмоционального отношения у родителей различных психологических типов: авторитарного, психосоматичного и невротичного. The article treats the issue of psychological correction of emotional aspects of parental attitudes to preschool children with mental retardation. The article underlines the importance and relevance of psychological correction aimed at harmonizing parental attitudes to children with physical limitations. The analysis of experimentally obtained results enables the author to single out a number of parental attitudes to preschool children with mental retardation (emotionally ambivalent attitude and conventional acceptance) and a number of parental personality types (authoritative and psychosomatic). The article presents tasks and principles of team work with parents, major and minor training methods. It describes the Psychological Training program aimed at helping parents unconditionally accept their preschool children with mental retardation. The article treats three units of the program: orientation, training and development, it deals with strategies of psychological correction which can be used to solve tasks presented by each unit, it describes efficient methods of psychological correction. The article described the results of training sessions aimed at assisting authoritarian, psychosomatic and neurotic parents of preschool children with mental retardation.

CREATING CONDITIONS FOR THE FORMATION OF LIFE COMPETENCIES IN PRESCHOOL CHILDREN WITH MENTAL RETARDATION IN A PRESCHOOL EDUCATIONAL INSTITUTION

2021 ◽  
Vol 2 (12) ◽  
pp. 52-56
Author(s):  
N. A. Ukhina ◽  
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Educational Institution ◽  
Additional Education

The article deals with the organization of the process of formation of life competencies in pre-schoolers with mental retardation in a preschool educational institution. The directions of correctional work in the conditions of interaction of kindergarten, parents, institutions of additional education are presented. The features of the development of life competencies in preschoolers with mental retardation are determined.

ELECTROENCEPHALOGRAPHIC AND ETIOLOGIC FINDINGS IN MENTAL RETARDATION

PEDIATRICS ◽  
1963 ◽  
Vol 31 (3) ◽  
pp. 478-485
Author(s):  
Gerald D. LaVeck ◽  
Felix de la Cruz
Keyword(s):  
Mental Retardation ◽  
Metabolic Disorders ◽  
Mentally Retarded ◽  
Motor Dysfunction ◽  
Diagnostic Aid ◽  
Mentally Retarded Children ◽  
Mental Subnormality ◽  
Etiologic Diagnosis

A series of 578 institutionalized mentally retarded patients was evaluated by a multi-discipline approach in order to establish a presumptive etiologic diagnosis. Abnormal electroencephalographic findings were found to be related to the age of the patient, the severity of retardation, and the presence of seizures or motor dysfunction. In this series 65.9% had abnormal tracings, and the most frequent abnormality was a focal change in 18.7%. However, focal abnormalities correlated with seizures and motor dysfunction so that no specific electroencephalographic aberration was characteristic of mental subnormality. Abnormal tracings were most frequent in nonseizure patients when subnormality was caused by intoxication, new growths, metabolic disorders, infectious processes, trauma, and encephalopathy of unknown cause in decreasing order of frequency. Abnormalities were seen in 36.4% of "cultural-familial" defectives and those whose intellectual defect was presumably due to psychologic factors. It is believed that electroencephalography is a valuable diagnostic aid in the evaluation of mentally retarded children.

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

scholarly journals ANALYSIS OF SOCIAL INTERACTION OF MENTALLY RETARDED CHILDREN

2018 ◽  
Vol 2 (2) ◽  
pp. 17-21
Author(s):  
Yudhie Suchyadi ◽  
Yulia Ambarsari ◽  
Elly Sukmanasa
Keyword(s):  
Mental Retardation ◽  
Social Interaction ◽  
Descriptive Analysis ◽  
Research Result ◽  
Mentally Retarded ◽  
Research Approach ◽  
Social Contacts ◽  
The Subject ◽  
Mentally Retarded Children ◽  
The Way

Differences in the characteritics of children with special needs will require the ability of teachers to combine various abilities and talents of each child, such as mentally retarded children who need communication like children in general. His developmental delays are often excluded from his playing enviranment, thus the need for good social interaction with mentally retarded children. Based on these problems, a study was conducted to describe the findings of social interaction in mentally retarded children in extraordinary school Mentari Kita. The research is a descriptive analysis with qualitative research approach. Technique of data analysis was performed with data reduction stage, the presentation of data, and verification (conclusions). Researchers used the test of credibility, transferabilitas, dependabilitas, and konfirmabilitas to obtain the validity of the data. The result showed that the way social interaction with mental retardation children how do social contacts and communication as being able to respond when invited to communicate but it should be repeated over and over,the subject has a weakness in the concentration of so when invited to talk hard staring at your opponents interlocutor. When did the subject communication using language that sounds stilted. Social contact subject well againts his peers is characterized by sensitivity to her friends when in distress, want to help his friend like get a pencil, and divide the food per day taken by subject. Based on the above research result it can be concluded that the way the social interactions of the child with mental retardation how do social contacts and communication in accordance with the terms of the occurrence of social interaction. Keywords: Social Interaction, Mental Retardation

scholarly journals Preventing Communicative Disadaptation in Senior Preschool Children with Health Impairments in the Conditions of Educational Integration

2021 ◽  
pp. 167-176
Author(s):  
Е.Е. Дмитриева ◽  
Ю.П. Давыдова
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Personal Development ◽  
Risk Groups ◽  
Speech Delay ◽  
Relevant Issue ◽  
Communication Problems ◽  
Theoretical Approaches ◽  
Educational Integration ◽  
Health Impairments

В статье рассматривается актуальная проблема специальной психологии — коммуникативная дезадаптация. Представлены результаты теоретико-экспери­ментального изучения предпосылок коммуникативной дезадаптации старших дошкольников с задержкой психического развития и общим недоразвитием речи в условиях образовательной интеграции. Обоснованы теоретические подходы к изучению проблемы коммуникативно-личностного развития детей с разными вариантами нарушенного развития. Авторами выявлен дисбаланс в развитии мотивационных и операциональных компонентов общения у дошкольников, выделены дети группы риска, раскрыты механизмы возникновения коммуникативной дезадаптации у дошкольников с задержкой психического развития и общим недоразвитием речи, с учетом чего дифференцированы задачи коррекционного воздействия с целью коммуникативно-личностного развития этих детей и профилактики возникновения у них коммуникативных трудностей. Методологию исследования составляет коммуникативный подход к диагностике и коррекции коммуникативно-личностного развития старших дошкольников в условиях дизонтогенеза. Коммуникативный дизонтогенез рассматривается в контексте понятия «коммуникативная дезадаптация», а в качестве механизма возникновения коммуникативной дезадаптации у старших дошкольников с задержкой психического развития и общим недоразвитием речи — рассогласование в развитии мотивационной и операциональной сфер их общения. The article focuses on communicative disadaptation, as a relevant issue of special psychology. The article presents the results of theoretical and experimental investigation of the precursors of communicative disadaptation in preschool children with mental retardation and speech delay in the conditions of educational integration. The article substantiates theoretical approaches to the investigation of communication development of children with health impairments. The authors analyze the unbalanced development of motivational and operational components of communication in preschool children, describe risk groups, discuss the mechanisms of communicative disadaptation syndrome development in children with mental retardation and speech delay, which enables the authors to single out correctional strategies aimed at children’s communicative and personal development and communication problems prevention. The research is performed within the framework of a communicative approach, it focuses on the assessment and correction of senior preschool children’s communicative and personal development associated with disonthogenesis. Communicative disonthogenesis is treated through the prism of communicative disadaptation, whose mechanism is associated with mental retardation and speech delay in senior preschool children.

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