Normal i anormal apecte teoretice i practice

Consilierea copiilor i adolescenilor CPIE II

Bronfenbrenner, 1979

Teoria socio-ecologic: interaciunile reciproce dintre variate subsisteme din mediile de via ale individului influeneaz comportamentul su Microsistemul: mediile imediate n care individul triete (biologia personal, familia, coala, grupul de congeneri, vecinii, mediile care se ocup de ngrijirea copilului). Mezosistemul: un sistem format din conexiunile dintre mediile imediate(de exemplu, coala copilului sau mediul casei), relaii ntre microsisteme, conexiuni ntre contexte. Exosistemul: medii environmentale care afecteaz doar indirect dezvoltarea copilului (de exemplu, locul de munc al prinilor); este vorba despre experienele ntr-un mediu social n care un individ nu are un rol activ, dar care totui influeneaz experienele ntr-un context imediat. Macrosistem: contextul cultural mai larg, ideologiile / atitudinile culturale (de exemplu, cultura occidental vs. cultura oriental, economia naional, politica, subcultura). Cronosistemul (ulterior adugat): patternul evenimentelor din mediu i etapele de tranziie de-a lungul vieii, efecte create de timp sau e anumite perioade critice ale dezvoltrii. Fiecare sistem conine roluri, norme i reguli care pot influena dezvoltarea individului. (Bronfenbrenner, 1979).

Stadii ale dezvoltrii i influenele ecologice

Cercul interior: Copilul ca individ Influene interne Cercul intim: Familia Congenerii Copiii n relaii Influene reciproce Contextul familial i colar Influenele familiale continu de-a lungul tuturor stadiilor; Influenele congenerilor sporesc de-a lungul stadiilor Cercul exterior: Vecintatea Comunitatea Guvernul Influenele externe Social i economic Problemele sociale i economice au influen n toate stadiile de dezvoltare Cercul ndeprtat: Cultura de origine Status minoritar Influenele externe

Datele biologice Stadiile dezvoltrii: Toate nivelele: Perioada infantil Perioada anteprecolar Perioada precolar Perioada colar Adolescen

Context cultural Cultura influeneaz toate nivelele de dezvoltare; Sporete probabilitatea confruntrilor dintre cultur i grupurile de congeneri pe msura avansrii de-a lungul stadiilor dezvoltrii

Perioade de dezvoltare: copilria mic copilul anteprecolar copilul de vrst colar adolescentul

 Cretere maturizare corporal, somatic Dezvoltare maturizare funcional Maturizare atingerea unui optim funcional Degenerare pierdere funcioal

Concepte cheie

PRINCIPII ALE CRETERII I DEZVOLTRII

Dezvoltarea este un proces ordonat, care se manifest sistematic Rata i patternurile de dezvoltare sunt specifice pentru diferite pri ale corpului Exist diferene interindividuale majore n cretere i dezvoltare Creterea i dezvoltarea sunt influenate de factori multipli

Stadii
Stadiile sunt etape de dezvoltare, relativ omogene Trecerea de la un stadiu la cellalt presupune achiziionarea unor repere calitative superioare Freud Piaget Erickson Kholberg

Normal vs. anormal

I. one way of evaluating a behavior relative to normal expectations is to consider discrepancies from the norm, in four vital areas: deviance, dysfunction, distress, and danger (Comer, 2001) II. the intensity, duration, and frequency of the behavior relative to the norm III. the behavior has been noted consistently across various situations, or whether the behavior is specific to a given environmental context

Cei 4D: Concepte ale anormalitii

Deviana: teste + sisteme de clasificare Disfuncia: Global Assessment of Functioning (DSM, Axis V) Distress Danger

Teorii biologice
brain (anatomy or chemical malfunction) or genetics to answer questions of probable cause and treatment of the underlying disorder Brain development Neurotransmitori: trimit mesaje pentru a inhiba sau activa rspunsurile Sistem endocrin i hormoni Q: to determine which parts of the body or brain were malfunctioning, be it genetics, brain chemistry, or brain anatomy

Rolul temperamentului

Temperamentul descrie modul n care un individ reacioneaz la stimularea eoional, att sub aspectul intensitii, ct i sub cel al vitezei rspunsului, i descrie calitatea, fluctuaia i natura predominant a dispoziiei emoionale a individului.

Infant and Child Temperament Characteristics - Thomas and Chess, 1977

Trstur Nivel ridicat Nivel sczut
X X X X X X X Nivelul de activism: Frecvena sau nivelul de activitate Intensitatea rspunsului: Rspunsul la sri interne, situaii Distractibilitate: uurina cu care copilul poate fi ntrerupt din activitate Concentrarea ateniei i persistena n sarcin: angajarea n sarcin Ritmicitate: Regularitatea obiceiurilor, ex., mncat, somn, etc. Adaptabilitate: Abilitatea de a se adapta la situaii n diferite momente din timp Prag senzorial: cantitatea de stiulaie necesar pentru a produce un rspuns Apropiere-retragere: primul rspuns fa de situaii i persoane noi Calitatea dispoziiei emoionale: cadrul general al minii

Apropiere Bucuros/ plcut

*Retragere *nervos/ iritabil/ anxios

Thomas and Chess, 1977

1. Easy temperament: Adaptable, have well established routines (rhythmicity), are socially responsive (approach), and positive in their outlook (smiled oft en). 2. Difficult child: Difficulty establishing predictable routines (rhythmicity), tendency to respond negatively to new situations (low adaptability, withdrawal), and demonstrate inflated responses to highly charged situations, producing such behaviors as tantrums, loud outbursts, and aggression (intensity, negative mood). 3. Slow to warm up child: Cautious, and can be inhibited in new situations.

Teorii psihodinamice
a given personality or ego evolves over time as primitive impulses (id) come under increasingly greater influence of the superego or conscience. Freud described abnormal behaviors in adulthood as fixations or regressions that had their onset in early stages of development. These unconscious conflicts could result from inner turmoil and frustrations due to lack of gratification or overgratification at an earlier stage of development and would manifest or revisit an individual as a symbolic conflict in later life.

Erik Erikson and psychosocial stages

ncredere versus nencredere. Autonomie versus ruine i ndoial. ntreprindere/hrnicie versus inferioritate. identitate versus confuzie de rol.

Teoriile behaviouriste
all human behavior, whether normal or abnormal, develops in response to a prescribed set of learning principles. These principles of learning will predict how behavior can be conditioned in three important ways: operant conditioning, classical conditioning, and modeling or observational learning Functional behavioral assessment (FBA) to determine what is causing and sustaining the behavior and develop a behavioral intervention plan - BIP

Tehnici comportamentale
Manipularea contingenelor (ABC, recompense i pedepse, token economy, modelare, shaping, nvare social, desensibilizare sistematic progresiv Wolpe, etc.)

Teorii cognitive
Constructivism cognitiv Piaget Teorii social-cognitive: Elkind cogniii sociale, poveti personale, egocentrism n copilrie, apoi, n adolescen, avnd trei teme majore: invulnerabilitate (imposibilitatea de a fi rnit), omnipoten (sens de autoritate i cunoatere exacerbate) i unicitate personal (nu poi s te atepi de la ceilali s neleag).
these constructs lay the foundation for faulty risk perception and risk taking behaviors in adolescence (Arnett, 1992), others see personal fables as an adaptive mechanism necessary to provide the adolescent with the sense of agency and drive to complete the process of individuation required at this time (Lapsley, 1993). Aalsma, Lapsely, and Flannery(2006) found that omnipotence/narcissism was associated with positive mental health, while invulnerability and personal uniqueness were associated with poorer outcomes, such as anxiety, depression, and suicide ideation.

Albert Bandura (1977, 1986) reciprocitatea triadic

funcionarea uman este exlicat n termenii unui model de reciprocitate triadic n care comportamentul, factorii cognitivi i ali factori personali i evenimentele de mediu opereaz toate ca determinani care interacioneaz unii cu alii Auto-eficacitatea: convingerea unui individ referitoare la propriile nivele de competene, care influeneaz emoiile, cogniiile i motivaiile individului;

Dezvoltarea sentimentului de auto-eficacitate

1. experiena reuitei (succesele cresc sentimentul nostru de eficacitate n domenii specifice); 2. experiene prin delegare (cnd ne identificm cu cineva care are succes, ne percepem pe noi ca fiind de asemenea capabili); 3. persuasiune social (a avea o galerie i un sistem de suport puternice ne crete dispoziia de a ncerca experiene provocatoare); 4. reducerea stresului i reducerea patternurilor de gnduri negative referitoare la strile emoionale i fizice.

Teorii ale ataamentului

Bowlby ataamentul a fost relaionat mai mult cu adaptarea i dezvoltarea; experienele timpurii structureaz reprezentrile mintale care determin modul n care sunt percepute noile relaii. Interaciunea dintre copil i ngrijitor determinism reciproc

Ainsworth and the strange situation experiments

1. ataament securizat 2. ataament anxios/rezistent 3. ataament evitant

Baumrind and parenting styles (1991)

Etape ale interviului clinic/diagnostic

Pasul 1: Contactul iniial Pasul 2: Interviurile copilului i prinilor

Pasul 3: Observarea comportamentului

Pasul 4: Evaluri ulterioare

Developmental Tasks, Competencies, and Limitations at Each Stage of Development

Age/Stage of Development
Infancy (Birth1 year)

Task/Limitations

Trust vs. Mistrust (Erickson) Secure vs. Insecure Attachment (Bowlby) Differentiation Self and Others Reciprocal Socialization Development of Object Permanence (Piaget: Objects exist when out of sight) First Steps; First Word

Age/Stage of Development
Toddler (12-1/2 years)

Task/Limitations
Autonomy vs. Shame and Doubt (Erikson) Increased independence, selfassertion, and pride Beginnings of Self Awareness Social Imitation and beginnings of Empathy Beginnings of Self Control Delayed imitation and Symbolic Th ought Language increases to 100 words Increase motor skills and exploration

Age/Stage of Development
Preschool (2-1/26 years)

Task/Limitations
Initiative vs. Guilt (Erickson) Inability to Decenter (Piaget: Logic Bound to Perception; Problems with AppearanceReality) Egocentric (emotional and physical perspective; one emotion at a time) Increased Emotion Regulation (underregulation vs. over-regulation) Increased need for Rules and Structure Can identify feelings: Guilt and Conscience are evident Emergent anxieties, phobias fears

Age/Stage of Development
School age (611 years)

Task/Limitations
Industry vs. Inferiority Sense of competence, mastery, and efficacy Concrete Operations (Piaget: no longer limited by appearance, but limited by inability to think in the abstract) Can experience blends of emotions (love/hate) Self Concept and Moral Conscience Realistic fears (injury, failure) and irrational fears (mice, nightmares)

Age/Stage of Development
Teen years (12+ years)

Task/Limitations

Identity vs. Role Diffusion (Erickson) Abstract reasoning (Piaget) Emotional blends in self and others (ambiguity) Return of Egocentricity (Piaget/Elkind: imaginary audience and personal fable) Self-concept relative to peer acceptance and competence

Early childhood (1- 3 years)

The quality of the relationship between the mother and the child

The establishment of trust or mistrust, respectively, caused by the quality of the relationship between the mother and the child (the person who provides the care). A human presence which is warm, tonic and receptive to the childs needs may stimulate in the latter the feeling of optimism and assertiveness

Development of the potential of the child aged 2-3

At 2-3 years old, the potential of the child develops considerably. If these innate skills are stimulated by the parents, the feeling of autonomy may become established. If, on the contrary, the parents will be hyperprotective, inhibiting or too demanding, they will erode the trust of the child in his own forces and will cause the appearance of doubt and shame.

Negativism
One characteristic feature of a 2-3 years old child is the negativism, that is the tendency to repeatedly say no. At this stage, it is practically impossible to interview a child, because of the psychological development level (language, memory, thinking, attention) of the child. The information supplied verbally, behaviorally or through drawings by the children at this age cannot have legal meaning, they have only an indicative value as evidence.