Mental activity in preschool children with severe craniocerebral trauma

2018 ◽  
Vol 16 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Alla Zakrepina ◽  
Elena Strebeleva
Keyword(s):  
Preschool Children ◽  
Vegetative State ◽  
Craniocerebral Trauma ◽  
Mental Activity ◽  
Sensory Level ◽  
Educational Training ◽  
Actual Problem ◽  
Early Stages ◽  
Hospital Rehabilitation ◽  
Severe Craniocerebral Trauma

Currently, pedagogical assistance to children with severe craniocerebral trauma (TCMT) is an actual problem not only in healthcare, but also in special needs education. The aim of this research was to identify leading factors in the structure of mental activity in children with severe craniocerebral trauma (TCMT). The experiment involved 65 preschool children as participants (28 of them girls and 37 boys). The following research methods were used: observation of a child, psychological and pedagogical examination. According to clinical rates, all participating children had a combined type of severe craniocerebral injury. The majority of children were in a vegetative state. A scientific examination of the children was carried out over one year in the period of the early stages of hospital rehabilitation. The results showed a disharmonious distribution of the factors load in the structure of mental activity, depending on the severity of its manifestations in the early stages of rehabilitation. Despite a similar diagnosis of TCMT in terms of clinical parameters, three groups of factors were distinguished: the first factor encompasses characteristics that reflect the emotional-sensory level of mental activity; the second factor combines elementary arbitrary movements and actions, combined with involuntary manifestations, which may indicate difficulties in understanding the meaning of the speech addressed to the child; the third factor is saturated with the characteristics of arbitrary actions associated with the perception and purposefulness of movements and actions. This is supported by socially important forms of behavior of the child and an accessible way of communicating with the adult in a particular subject game or everyday situation. Although similar looking severe consequences of craniocerebral trauma are being demonstrated, the mental activity in patients in the study group had different manifestations depending on the prevailing factors. It was possible to differentiate the content of the educational training of patients in a variety of hospital rehabilitation activities.

scholarly journals MODERN APPROACHES TO MEDICAL AND PSYCHOLOGICAL SUPPORT OF FAMILIES WITH INFANTS WITH SEVERE CRANIOCEREBRAL TRAUMA

2017 ◽  
Vol 4 (3) ◽  
pp. 142-145
Author(s):  
O.E. Dukhovskyy
Keyword(s):  
Family Relationships ◽  
Rating Scale ◽  
Behavioral Therapy ◽  
Craniocerebral Trauma ◽  
Main Group ◽  
Psychological Support ◽  
Psychological State ◽  
Control Group ◽  
Family Interactions ◽  
Severe Craniocerebral Trauma

О. Dukhovskyy The study involved a comprehensive survey of 137 families (mother and father) of children with severe somatic disease aimed at the development and evaluation of the system of medical and psychological support of families with a somatically challenged child. The main group comprised 97 families participating in the program of medical and psychological support, and the control group included 40 families who did not receive psychological support. According to our findings, a serious disease of the child became a psychotraumatic situation for all the parents, resulting in the development of anxiety-depressive reactions and conditions. Psychodiagnostic examination showed that the parents had mild, moderate depressive and anxious episodes on the Hamilton Rating Scale; high levels of situational and personal anxiety according to the C.D. Spielberger Inventory, a high level of neuropsychic stress on T.A. Nemchin Scale. The couples under investigation noted tensions in family relationships, family conflicts, related to the treatment of the child and escalation of pre-existing interpersonal and marital problems that led to distancing and a decrease in internal family resource. Based on these data, we have developed a system of medical and psychological support of the families with somatically challenged child, which consisted of four consecutive phases and included the use of individual cognitive-behavioral therapy (Beck AT, 2006), family therapy (Eidemiller E. G., 2003), rational therapy (classic Dubois P., 1912) and psychological educational programs. Case monitoring in the main group following the employment of the proposed system of medical and psychological support showed a stable positive pattern of psychological state with a statistically significant total reduction of anxiety-depressive states and the harmonization of the marital relationship.Key words: Medical and psychological support, anxiety, depression, family interactions, infants with severe craniocerebral trauma. СУЧАСНІ ПІДХОДИ ДО МЕДИКО-ПСИХОЛОГІЧНОГО СУПРОВОДУ СІМ’Ї ДИТИНИ ПЕРШОГО РОКУ ЖИТТЯ З ВАЖКОЮ ЧЕРЕПНО-МОЗКОВОЮ ТРАВМОЮ.Духовський О.Є.У ході роботи з метою розробки та апробації системи медико-психологічного супроводу сім’ї дитини першого року життя з важкою черепно-мозковою травмою проведено комплексне обстеження 137 родини (мати та батько) дітей першого року життя які отримали важку черепно-мозкову травму. Основну групу склали 97 родин, які прийняли участь у програмі медико-психологічного супроводу, контрольну групу 40 родин, які не отримували психологічну підтримку. Як показали результати дослідження черепно-мозкова травма дитини стала психотравмуючою ситуацією для усіх батьків, яка приводила до розвитку тривожно-депресивних реакцій та станів. За даними психодіагностичного обстеження у батьків відмічалися легкій помірний депресивний та тривожний епізоди за шкалою Гамільтона; високі рівні ситуативної й особистісної тривожності за методикою Ч.Д. Спілбергера, високій рівень виразності нервово-психічної напруги по шкалі Т.А. Немчина. Обстежені родини відзначали наявність напруженості в сімейних відносинах, сімейні конфлікти, як пов’язані з лікуванням дитини, так і ескалації існуючих раніше міжособистісних та подружніх проблем, що призводило до дистанціювання та зниження внутрішньосімейного ресурсу. Базуючись на отриманих даних нами розроблена система медико-психологічного супроводу сімʼї дитини першого року життя з важкою черепно-мозковою травмою, яка складалася із чотирьох послідовних етапів та включла використання індивідуальної когнітивно-поведінкової терапії (Бек A. T., 2006), сімейної терапії (Ейдміллер Е. Г., 2003), раціональної психотерапії (класичний варіант Дюбуа П., 1912) та псих освітніх програм. Як показали результати динамічного спостереження, на фоні застосування запропонованої системи медико-психологічного супроводу в основній групі відзначена стійка позитивна динаміка психологічного стану з повною редукцією тривожно-депресивних та гармонізацією подружніх відносин.Ключові слова: Медико-психологічний супровід, тривога, депресія, родинна взаємодія, дитина з важкою черепно-мозковою травмою. СОВРЕМЕННЫЕ ПОДХОДЫ К МЕДИКО-ПСИХОЛОГИЧЕСКОМУ СОПРОВОЖДЕНИЮ СЕМЬИ РЕБЕНКА ПЕРВОГО ГОДА ЖИЗНИ С ТЯЖЕЛОЙ ЧЕРЕПНО-МОЗГОВОЙ ТРАВМОЙ.Духовской А.Э.В ходе работы с целью разработки и апробации системы медико-психологического сопровождения семьи ребенка первого года жизни с тяжелой черепно-мозговой травмой проведено комплексное обследование 137 семей (мать и отец) детей первого года жизни получивших тяжелую черепно-мозговую травму. Основную группу составили 97 семей, принявших участие в программе медико-психологического сопровождения, контрольную группу 40 семей, не получавшие психологическую поддержку. Как показали результаты исследования, черепно-мозговая травма ребенка стала психотравмирующей ситуацией для всех родителей, которая приводила к развитию тревожно-депрессивных реакций и состояний. По данным психодиагностического обследования у родителей отмечались легкой умеренный депрессивный и тревожный эпизоды по шкале Гамильтона; высокие уровни ситуативной и личностной тревожности по методике Ч.Д. Спилбергера, высокий уровень выраженности нервно-психического напряжения по шкале Т.А. Немчина. Обследованные супруги отмечали наличие напряженности в семейных отношениях, семейные конфликты, как связанные с лечением ребенка, так и эскалацией существующих ранее межличностных и супружеских проблем, чт приводило к дистанцированию и снижению внутрисемейного ресурса. Основываясь на полученных данных нами разработана система медико-психологического сопровождения семьи ребенка первого года жизни с тяжелой черепно-мозговой травмой, которая состояла из четырех последовательных этапов и включала использование индивидуальной когнитивно-поведенческой терапии (Бек AT, 2006), семейной терапии (Ейдмиллер Е. Г., 2003), рациональной психотерапии (классический вариант Дюбуа П., 1912) и психобразовательных программ. Как показали результаты динамического наблюдения, на фоне применения предложенной системы медико-психологического сопровождения в основной группе отмечена устойчивая положительная динамика психологического состояния с полной редукцией тревожно-депрессивных состояний и гармонизацией супружеских отношений.Ключевые слова: Медико-психологическое сопровождение, тревога, депрессия, семейное взаимодействие, ребенок с тяжелой черепно-мозговой травмой.

scholarly journals Characterization of cerebral hemodynamic phases following severe head trauma: hypoperfusion, hyperemia, and vasospasm

1997 ◽  
Vol 2 (5) ◽  
pp. E2
Author(s):  
Neil A. Martin ◽  
Ravish V. Patwardhan ◽  
Michael J. Alexander ◽  
Cynthia Zane Africk ◽  
Jae Hong Lee ◽  
...  
Keyword(s):  
Head Trauma ◽  
Craniocerebral Trauma ◽  
Phase Iii ◽  
Severe Head Trauma ◽  
Cerebral Hemodynamic ◽  
Normal Mean ◽  
Time Courses ◽  
Oxygen Difference ◽  
Severe Craniocerebral Trauma

The extent and timing of posttraumatic cerebral hemodynamic disturbances have significant implications for the monitoring and treatment of patients with head injury. This prospective study of cerebral blood flow (CBF) (measured using 133Xe clearance) and transcranial Doppler (TCD) measurements in 125 patients with severe head trauma has defined three distinct hemodynamic phases during the first 2 weeks after injury. The phases are further characterized by measurements of cerebral arteriovenous oxygen difference (AVDO2) and cerebral metabolic rate of oxygen (CMRO2). Phase I (hypoperfusion phase) occurs on the day of injury (Day 0) and is defined by a low CBF15 calculated from cerebral clearance curves integrated to 15 minutes (mean CBF15 32.3 ± 2 ml/100 g/minute), normal middle cerebral artery (MCA) velocity (mean VMCA 56.7 ± 2.9 cm/second), normal hemispheric index (mean HI 1.67 ± 0.11), and normal AVDO2 (mean AVDO2 5.4 ± 0.5 vol%). The CMRO2 is approximately 50% of normal (mean CMRO2 1.77 ± 0.18 ml/100 g/minute) during this phase and remains depressed during the second and third phases. In Phase II (hyperemia phase, Days 1-3), CBF increases (46.8 ± 3 ml/100 g/minute), AVDO2 falls (3.8 ± 0.1 vol%), VMCA velocity rises (86 ± 3.7 cm/second), and the HI remains less than 3 (2.41 ± 0.1). In Phase III (vasospasm phase, Days 4-15), there is a fall in CBF (35.7 ± 3.8 ml/100 g/minute), a further increase in VMCA (96.7 ± 6.3 cm/second), and a pronounced rise in the HI (2.87 ± 0.22). This is the first study in which CBF, metabolic, and TCD measurements are combined to define the characteristics and time courses of, and to suggest etiological factors for, the distinct cerebral hemodynamic phases that occur after severe craniocerebral trauma. This research is consistent with and builds on the findings of previous investigations and may provide a useful temporal framework for the organization of existing knowledge regarding posttraumatic cerebrovascular and metabolic pathophysiology.

Severe craniocerebral trauma

1970 ◽  
Vol 10 (9) ◽  
pp. 803-804
Author(s):  
W. Weidenbach ◽  
F. Schmidberger ◽  
G. Weiss
Keyword(s):  
Craniocerebral Trauma ◽  
Severe Craniocerebral Trauma

scholarly journals THE PECULIARITIES OF MENTAL DEVELOPMENT IN PRESCHOOL CHILDREN WITH ATTENTIVE DEFICIENCY SYNDROME WITH HYPERACTIVITY

2020 ◽  
Vol 1 (1) ◽  
pp. 14-24
Keyword(s):  
Preschool Children ◽  
Support Groups ◽  
Child Support ◽  
High Efficiency ◽  
Empirical Studies ◽  
Deficiency Syndrome ◽  
Integrative Model ◽  
Educational Work ◽  
Early Stages ◽  
Developmental Features

The article is devoted to the analysis of the peculiarities of the early manifestations of attention deficit with hyperactivity disorder (ADHD) in preschool children. The topic of ADHD requires a detailed psychological analysis. Such work will allow the formation of methodological and theoretical tools, the need for which is now felt by the practical psychologists. The following research methods have been used: theoretical analysis, generalization of scientific approaches, theoretical modeling, symptomatic analysis. Based on the data obtained, a unified theoretical and methodological model has been developed that allows to carry out the comprehensive analysis of the developmental features of preschool children. The analysis of the developmental features of the child in the early stages of ontogenesis can be carried out along several axes, which go through several stages of their formation, which are accompanied by dynamic changes such as interfunctional relationships and the child’s worldview is shown. A comparison of the results of studies of the features of the early stages of children development with ADHD has allowed to expose a deficit axis of development, changes in the formation of which lead to the appearance of children’s behavioral disorders of such a group. The peculiarities of the passage of the axes development in the process of ontogenesis also makes it possible to identify the mechanisms of their correction and habilitation, which has undoubted practical value. At the moment, this integrative model has already shown its practical value. A number of correctional development programs, as well as support programs, have been worked out. The results of empirical studies show their high efficiency. In addition, the model demonstrates its high efficiency in advising family members and child support groups, in particular, when conducting psycho-educational work.

Development of mental activity of preschool children

2021 ◽  
Author(s):  
Lyudmila Vahrusheva
Keyword(s):  
Preschool Children ◽  
Vocational Education ◽  
Fairy Tales ◽  
Professional Education ◽  
Mental Activity ◽  
Federal State ◽  
Learning Tools ◽  
Secondary Vocational Education ◽  
State Educational ◽  
Independent Work

The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.

The Use of Non-Standard Problems with Matches When Teaching Younger Schoolchildren

2021 ◽  
pp. 28-31
Author(s):  
O. Pavlova ◽  
A. Surovceva ◽  
Evgeniya Yakushkina
Keyword(s):  
Motor Skills ◽  
Intellectual Development ◽  
Mental Activity ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Actual Problem ◽  
Primary Schoolchildren ◽  
Geometric Objects ◽  
Age Category

The article deals with the actual problem of the intellectual development of primary schoolchildren by including in the work of non-standard tasks of a search nature, the use of sign-symbolic means of presenting information, which allow you to create models of the objects and processes under study. Among the non-standard are the problems with matches described by the authors in the form of visual calculating material, the search for a solution to which makes it possible to intensify the mental activity of students of this age category, to develop their fine motor skills of hands and mathematical observation. The article describes a methodology for the step-by-step familiarization of junior schoolchildren with simple and more complex transformations and manipulations with matches as geometric objects, the consistent formation of an independent creative approach in children to the choice of schemes for solving non-standard educational and practical problems.

Acute Traumatic Intracranial Haemorrhage in Dogs and Cats

1993 ◽  
Vol 06 (03) ◽  
pp. 153-159 ◽  
Author(s):  
M.O. Downs ◽  
D.N. Aron ◽  
E. A. Mahaffey ◽  
C.W. Dewey
Keyword(s):  
Intracranial Haemorrhage ◽  
Craniocerebral Trauma ◽  
Operating Table ◽  
Small Animals ◽  
Severe Brain Injury ◽  
Brain Swelling ◽  
Anatomical Distribution ◽  
Case Selection ◽  
Mass Lesions ◽  
Severe Craniocerebral Trauma

SummaryTwenty-three records of dogs and cats having experienced severe craniocerebral trauma were reviewed. Case selection was restricted to those patients whose brains were examined at necropsy and/or surgery. Records of 14 dogs and nine cats were evaluated for the presence or absence of intracranial haemorrhage. The majority of patients were victims of automobile trauma (n = 16), the remainder being victims of household accidents (n = 4), malicious human behavior (n = 2), and injury inflicted by another animal (n = 1). Six of the 23 (27%) were conscious upon admission. One patient was unconscious upon admission, but regained consciousness following medical therapy. Evidence of intracranial haemorrhage was found in 100% (14/14) of the canine and 89% (8/9) of the feline cases. Four dogs and four cats exhibited two forms of intracranial haemorrhage. One cat exhibited three forms of intracranial haemorrhage. The distribution of intracranial haemorrhage was as follows: two epidural, 10 subdural, 10 subarachnoid and 10 intraparenchymal. Histopathology was available for 10 of the 23 cases. Surgical confirmation of the subdural haematomas, as typical subdural haematomas (focal intradural mass lesions), was available for four cases. Gross pathology of one other of the 10 subdural hematomas described a focal, 2 × 3 cm mass lesion. The remaining five subdural haematomas were of a more diffuse nature (more typical of subarachnoid haemorrhage), but three of these five were described as massive accumulations of blood. Four patients underwent emergency craniotomy/craniectomy; two of these patients made rapid and full recoveries, one died on the operating table, and one was euthanatized at the operation because of uncontrollable brain swelling. Ninety-three percent of the canine and 75% of the feline cases had haemorrhagic lesions that would have been potentially accessible via a lateral craniotomy/craniectomy. The results of this investigation suggest that acute intracranial haemorrhage may be a relatively frequent occurrence, following severe brain injury in dogs and cats. Prospective studies are needed to better define the incidence, anatomical distribution, and potential clinical significance of acute traumatic intracranial haemorrhage in dogs and cats. Comparative aspects of acute traumatic intracranial haemorrhage in people and small animals (dogs and cats) are discussed.Twenty-three records of dogs (n = 14) and cats (n = 9) with severe craniocerebral trauma were evaluated for the presence or absence of intracranial haemorrhage. Evidence of intracranial haemorrhage was found in 96% (14 dogs, 8 cats) of the cases reviewed. Comparative aspects of acute traumatic intracranial haemorrhage in people and small animals (dogs and cats) are discussed.

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