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1.
Psychiatr Hung ; 36(4): 557-596, 2021.
Artigo em Húngaro | MEDLINE | ID: mdl-34939573

RESUMO

In the case of a little preschool boy, I would like to show how traumatic environmental influences affect a child's development, coping strategies, as well as his symptomatic behavior, emotion and mood regulation, and social functioning. This little boy has also suffered many damaging environmental effects during his own life, losses, stressful situations, conflicts. In addition, the losses, traumas and injuries suffered by his parents also shaped his development, the development of his difficulties and symptoms. The range of early fractures was compounded by the trauma at Ákos, the loss of his biological mother giving up on him and adopting him. A few days after his birth, he was already adopted by his adoptive parents, whose own traumas as well as relationship difficulties prevented the child from developing optimally from the beginning. Paternal abusive behavior, which manifested itself in several forms, including partner abuse, as well as tension and inequalities in the relationship, also had a significant effect on the development of the child's emotional and social development and symptoms. Abuse is cross-generational. There are complex causes and patterns in the background of early relationship pathologies, which can lead to developmental disorders and developmental trauma of the child. It is important to map this network of connections in order to better understand what environmental effects the child is trying to respond to - classified as abnormal and difficult to tolerate, but - with his adaptive behavior, coping attempts and cries for help. I try to present the intricacies of this and the attempts made to solve the revealed phenomena in the case of Ákos.


Assuntos
Deficiências do Desenvolvimento , Ludoterapia , Criança , Desenvolvimento Infantil , Pré-Escolar , Família , Terapia Familiar , Humanos , Masculino
2.
Vínculo ; 18(2): 1-11, jul.-dez. 2021. ilus
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1341789

RESUMO

O artigo visa discutir impasses no manejo da agressividade num grupo terapêutico, tendo a hipótese de que, em alguns momentos, a agressividade apresenta-se como uma ameaça ao enquadre do grupo. Para isso, partiremos da apresentação de um caso clínico atendido em grupo terapêutico de orientação psicanalítica em co-terapia na Clínica Escola do Instituto de Psicologia da Universidade de São Paulo. Se a partir de autores centrais na psicanálise concebemos a agressividade enquanto experiência fundamental à própria constituição psíquica (inexoravelmente presente na relação entre o eu e o outro), localizamos como condição fundamental à experiência de cuidado em um grupo terapêutico o endereçamento a um outro que se apresenta disponível. Assim, a partir das funções do enquadre propostas por Bleger e Roussillon, pensamos nas condições de constância da experiência terapêutica psicanalítica - experiência que entendemos não se dar sem alguma violência/ruptura - e nos ocupamos, no caso em questão, em evitar a potencial experiência de desamparo que a agressividade colocaria em jogo no grupo, na medida em que, com Kaës, o concebemos enquanto composto por espaços psíquicos comuns e partilhados.


The article aims to discuss challenges on handling aggressiveness in a psychotherapeutic group, from the hypothesis that, in some moments, aggressiveness presents itself as a threat to the group's environment. For this, we will start with the presentation of a clinical case treated in a therapeutic group of psychoanalytic guidance in co-therapy at the Clinical School of the Institute of Psychology of the University of São Paulo. If according to central authors in psychoanalysis we conceive aggressiveness as a fundamental experience to the psychic constitution itself (inexorably present in the relationship between the self and the other), we understand that a fundamental condition for the experience of care in a therapeutic group is being able to address to another that is available. Thus, based on the frame functions proposed by Bleger and Roussillon, we discuss the conditions of constancy of the psychoanalytic therapeutic experience - an experience that we understand does not happen without some violence / rupture. Finally, in the case presented, we aimed in avoiding the potential experience of helplessness that aggressiveness would put at stake in the group, as we conceive it, with Kaës, as composed of common and shared psychic spaces.


El artículo tiene como objetivo discutir los impases en el manejo de la agresividad en un grupo terapéutico, con la hipótesis de que, en algunos momentos, la agresividad se presenta como una amenaza para el encuadre del grupo. Para esto, comenzaremos con la presentación de un caso clínico tratado en un grupo terapéutico de orientación psicoanalítica en co-terapia en la Escuela Clínica del Instituto de Psicología de la Universidad de São Paulo. Si juntamente con autores centrales del psicoanálisis concebimos la agresividad como una experiencia fundamental para la propia constitución psíquica (inexorablemente presente en la relación entre el yo y el otro), comprendemos también ser fundamental a la experiencia del cuidado en el grupo terapeutico dirigirse a un otro que está disponible. Por lo tanto, a partir de las funciones del encuadre propuestas por Bleger y Roussillon, pensamos acerca de las condiciones constantes de la experiencia terapéutica psicoanalítica, una experiencia que entendemos que no ocurre sin cierta violencia / ruptura, y nos dedicamos, en el caso presentado, a evitar la experiencia de desamparo que la agresividad pondría en juego en el grupo, en la medida en que, con Kaës, lo concebimos como compuesto de espacios psíquicos comunes y compartidos.


Assuntos
Humanos , Jogos e Brinquedos , Ludoterapia , Psicanálise , Ameaças , Agressão , Psicoterapia
3.
Am J Speech Lang Pathol ; 30(6): 2414-2429, 2021 11 04.
Artigo em Inglês | MEDLINE | ID: mdl-34706201

RESUMO

Purpose It has been well documented that a significant number of children with developmental language disorders (DLDs) also exhibit challenging behaviors. In this study, a new intervention (Play and Language [PAL]) was developed through a research collaboration between a speech-language pathologist and a play therapist. The purpose of this clinical focus article is to describe child play therapy techniques and how these, along with early language intervention techniques, may positively impact preschool children's general communication and behavior. Method Students in a communication sciences and disorders program were trained to use a combination of child therapy techniques and language facilitation procedures in the PAL approach. Five preschool children, who displayed DLD and challenging behaviors, participated in a 2-week daily intensive intervention. Pre- and postintervention data for general communication and behavior skills were collected through parent report and language sample data. Student clinician and parent surveys were collected to assess the feasibility of conducting the new intervention and the parent-observed outcomes and satisfaction. Results A majority of the children who participated in the study increased their intelligibility and number of different words. Fewer than half increased their sentence length. These same children decreased their challenging behaviors, with 11 of 14 behaviors being reduced to normal levels. All parents reported satisfaction with their child's results. In addition, students trained to provide the intervention reported high levels of satisfaction with the training to implement PAL and that they were confident in providing the intervention techniques. Conclusion Together, our exploratory data provide preliminary and limited evidence that combining play therapy and language facilitation techniques may improve general communication skills and decrease challenging behaviors within the same intervention. Supplemental Material https://doi.org/10.23641/asha.16840459.


Assuntos
Transtornos da Comunicação , Patologia da Fala e Linguagem , Criança , Linguagem Infantil , Pré-Escolar , Comunicação , Transtornos da Comunicação/diagnóstico , Transtornos da Comunicação/terapia , Intervenção Educacional Precoce , Humanos , Terapia da Linguagem , Ludoterapia , Fala
4.
Nurs Open ; 8(6): 3099-3110, 2021 11.
Artigo em Inglês | MEDLINE | ID: mdl-34378869

RESUMO

PURPOSE: Children with chronic diseases exhibit a higher incidence of emotional-behavioural problems. Though sandplay therapy is a universally recognized psychological treatment method, experimental evidence for this form of therapy is lacking. Our aims were to examine the effectiveness of sandplay therapy in reducing emotional and behavioural problems in school-age children with chronic diseases as well as anxiety and depression in their caregivers. DESIGN AND METHODS: A total of 60 children and their caregivers were enrolled in the present study between January and October 2019. A randomized controlled trial was conducted at the Children's Hospital of Chongqing Medical University, China. Participants were divided into an intervention and a control group. Both groups received regular treatment, and the intervention group received additional sandplay therapy. Four behavioural rating scales were used to evaluate the differences between the two groups. The children's scores on the Child Behavior Checklist (CBCL), Eysenck Personality Questionnaire (EPQ), Self-Rating Anxiety Scale (SAS) and Self-Rating Depression Scale (SDS) before and after the intervention were compared using the Mann-Whitney test. The Wilcoxon signed rank test was also employed to compare the median results before and after treatment. RESULTS: The total scores for CBCL, anxiety and depression, withdrawal, and social behavioural problems for children in the intervention group were all lower than the corresponding scores for those in the control group (p < .05). The EPQ scores for emotional stability and psychosis in the intervention group were both lower than those in the control group (p < .05). The SAS and SDS scores for the caregivers of children in the intervention group were also lower than the corresponding scores for those in the control group (p < .05). CONCLUSION: Sandplay therapy can reduce anxiety, withdrawal, and social behavioural problems in school-age children with chronic diseases, as well as relieve anxiety and depression symptoms in their caregivers. Our study provided evidence for the clinical application of sandplay therapy and highlights the importance of offering and integrating psychological treatment in clinical nursing care.


Assuntos
Ludoterapia , Comportamento Problema , Transtornos de Ansiedade , Criança , Doença Crônica , Humanos , Instituições Acadêmicas
5.
Aust Occup Ther J ; 68(5): 419-433, 2021 10.
Artigo em Inglês | MEDLINE | ID: mdl-34312879

RESUMO

INTRODUCTION: Learn to Play Therapy aims to build children's ability to spontaneously initiate pretend play. The purpose of this study was to explore evidence for this therapy for children with autism spectrum disorder by investigating the changes in a child's pretend play and key techniques used in the process of therapy. METHODS: Six children with a diagnosis of autism spectrum disorder (mean age = 3.8 years; SD = 1.2 years) were engaged in therapy sessions with a parent. Four therapy session videos for each child were selected across four time points from 15 videos of each child, representing 6 months of therapy. Retrospective video analysis was used to investigate the changes in the child's ability by coding six play skills and enjoyment of play. Key techniques in the process of Learn to Play Therapy were analysed by frequency of occurrence during sessions. RESULTS: There was a significant increase in the child's pretend play ability for play scripts (p = .042), sequences of play actions (p = .043), object substitution (p = .043), doll/teddy play (p = .028), social interaction (p = .043) and enjoyment (p = .026). There was a mirroring of the therapist, parent and child for all key techniques, with parents showing increased frequency rates after Time 1. Repetition with variation decreased by Time 4. Challenging the child showed higher rates in Times 2 and 4. Focussed attention remained stable, and the child's talk during play had the highest total frequency. CONCLUSION: Learn to Play Therapy is an effective therapy in building pretend play ability in children with autism, with parents increasing their involvement in using the key techniques after Time 1. The results inform therapists on how the key techniques were used within the therapy sessions to increase the child's pretend play ability.


Assuntos
Transtorno do Espectro Autista , Terapia Ocupacional , Pré-Escolar , Humanos , Relações Pais-Filho , Pais , Ludoterapia , Estudos Retrospectivos
6.
Medicine (Baltimore) ; 100(19): e24350, 2021 May 14.
Artigo em Inglês | MEDLINE | ID: mdl-34106582

RESUMO

BACKGROUND: Stuttering is a speech deficit which is characterized by obstruction of speech eloquence and verbal expression in addition to involuntary flow of air during communication. School children with communication deficit often experience social anxiety in their immediate environment. Currently, reports show that a good number of children with communication deficits are prone to social maladjustment due to their being socially inept. And this has significantly affected their thought pattern, social behaviours and emotional responses. In view of this, we examined the impact of cognitive behavioural play therapy in reducing social anxiety among school children with stuttering. METHOD: This is a pretest-posttest randomized control group design. Participants were 178schoolchildren in inclusive schools in South east Nigeria. Participants in the intervention group were treated using cognitive behavioural play therapy programme (CBPT). Participants in the waitlist control group were only assessed at three points of assessment. Data analyses were completed using repeated measures ANOVA. RESULTS: The results show that cognitive behavioural play therapy is beneficial in decreasing schoolchildren's social anxiety scores. The intervention equally showed the considerable impacts on the children when exposed to cognitive behavioural play programme at different times of assessment compared to waitlisted control group. CONCLUSION: It is concluded that CBPT is a long-term psychotherapeutic programme that has significant impacts in reducing social anxiety among children with stuttering. This study makes a leading contribution on the limited scholarship focusing on the impact of CBPT on social anxiety of special population with stuttering deficits in developing countries.


Assuntos
Ansiedade/prevenção & controle , Terapia Cognitivo-Comportamental , Ludoterapia , Comportamento Social , Gagueira/psicologia , Ansiedade/etiologia , Ansiedade/psicologia , Criança , Análise por Conglomerados , Feminino , Seguimentos , Humanos , Masculino , Nigéria
7.
SMAD, Rev. eletrônica saúde mental alcool drog ; 17(2): 54-63, abr.-jun. 2021. ilus, tab
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1290025

RESUMO

OBJETIVO: verificar impactos da aplicação de um programa com uso de jogos de raciocínio embasado na metodologia Mind Lab nas funções executivas atenção, flexibilidade e planejamento em adolescentes em situação de dependência de substâncias psicoativas. MÉTODO: estudo quantitativo quase-experimental com aplicação de instrumentos de avaliação neuropsicológica pré e pós-intervenção. Participaram 35 adolescentes com idades entre 12 e 17 anos internados em um Centro de Atenção Integrada à Saúde Mental na cidade de São Paulo. RESULTADOS: evidenciou-se melhora na atenção após a aplicação do programa com jogos. Quanto às funções planejamento e flexibilidade, foram observadas melhoras, porém estas não foram significativas. CONCLUSÃO: foi possível verificar a importância da utilização de jogos de raciocínio como recurso lúdico no tratamento de adolescentes em condição de dependência de substâncias psicoativas, possibilitando a construção de estratégias que auxiliem no processo de recuperação e reabilitação.


OBJECTIVE: to analyze the impacts of the application of a program using thinking games based on the Mind Lab methodology on the executive functions: attention, flexibility and planning in adolescents in a situation of psychoactive-substance dependence. METHOD: quasi-experimental quantitative study with the application of neuropsychological assessment tools before and after intervention. Thirty-five adolescents aged 12 to 17 years old, admitted to an Integrated Mental Health Care Center in the city of São Paulo, participated in this study. RESULTS: there was evidence of attention improvement after application of the games program. Regarding the planning and flexibility functions, improvements were observed, but they were not significant. CONCLUSION: it was possible to observe the importance of using thinking games as a playful resource in the treatment of substance-dependent adolescents, thus enabling the construction of strategies that assist in their recovery and rehabilitation process.


OBJETIVO: verificar impactos de la aplicación de un programa utilizando juegos de pensamiento basados en la metodología Mind Lab sobre las funciones ejecutivas de atención, flexibilidad y planificación en adolescentes en situación de dependencia a sustancias psicoactivas. MÉTODO: estudio cuantitativo cuasiexperimental con aplicación de instrumentos de evaluación neuropsicológica antes y después de la intervención. Treinta y cinco adolescentes de 12 a 17 años, ingresados en un Centro Integrado de Atención de Salud Mental en la ciudad de São Paulo, participaron en este estudio. RESULTADOS: hubo evidencia de mejora en la atención después de la aplicación del programa con juegos. Con respecto a las funciones de planificación y flexibilidad, se observaron mejoras, pero estas no fueron significativas. CONCLUSIÓN: fue posible verificar la importancia del uso de juegos de pensamiento como recurso lúdico en el tratamiento de adolescentes en condición de dependencia de sustancias psicoactivas, permitiendo la construcción de estrategias que ayuden en el proceso de recuperación y rehabilitación.


Assuntos
Humanos , Masculino , Feminino , Jogos e Brinquedos , Ludoterapia , Transtornos Relacionados ao Uso de Substâncias , Função Executiva , Metacognição , Serviços de Saúde Mental
9.
Obesity (Silver Spring) ; 29(3): 475-477, 2021 03.
Artigo em Inglês | MEDLINE | ID: mdl-33538095

RESUMO

Novel approaches to obesity prevention among youth are needed. Accordingly, the Office of Women's Health, Department of Health and Human Services, sponsored a challenge to create an interactive video game for obesity prevention. Our team took a theory-based, evidence-informed approach to increasing physical activity in girls. Our approach-digitally mediated physical play-allowed us to include computing-based strategies that promote activity without keeping players in front of a screen. Our prize-winning prototype app, Frolic, helps girls choose the perfect game to play in any context, engaging parents for support. The app is used to highlight some opportunities and challenges for interdisciplinary collaboration. However, much work remains to be done to deploy innovative digital obesity interventions and fully capture the contributions of these tools. In order to accelerate advances, funding is needed for projects that combine engineering design principles with traditional obesity research paradigms.


Assuntos
Invenções , Aplicativos Móveis , Obesidade Pediátrica , Jogos e Brinquedos , Adolescente , Criança , Pré-Escolar , Atenção à Saúde/métodos , Exercício Físico/psicologia , Feminino , Humanos , Relações Pais-Filho , Obesidade Pediátrica/prevenção & controle , Obesidade Pediátrica/terapia , Ludoterapia/instrumentação , Ludoterapia/métodos , Prevenção Primária/instrumentação , Prevenção Primária/métodos , Sistemas de Apoio Psicossocial , Terapias em Estudo/instrumentação , Terapias em Estudo/métodos , Jogos de Vídeo , Adulto Jovem
10.
Clin Child Psychol Psychiatry ; 26(1): 257-267, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33100021

RESUMO

In play therapy with children, identifying play themes is key to understanding the meaning within sessions, and allows therapists to systematically track therapeutic change. This study investigated if play themes could be identified using a time limited, standardized assessment, for children aged 5-7 years. A descriptive, observational mixed methods, non-experimental study with 30 typically developing children was conducted, with participants assessed individually on one occasion using the Child-Initiated Pretend Play Assessment (ChIPPA). Play themes were able to be identified for 26 of the 30 participants. Of these 26 children, a range of primary and subthemes were observed. These findings indicate that a baseline measure of both play ability and play themes can be integrated to prescribe and align the model of play therapy with the needs of the child. Play themes were not identified for four participants which may be due to limited pretend play ability, indicating that deficits in play ability may need to be addressed in the first instance.


Assuntos
Ludoterapia , Jogos e Brinquedos , Humanos
11.
J Autism Dev Disord ; 51(6): 1823-1838, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32870416

RESUMO

Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708).


Assuntos
Transtorno do Espectro Autista/terapia , Ludoterapia/métodos , Comportamento Social , Austrália , Transtorno do Espectro Autista/psicologia , Criança , Feminino , Humanos , Masculino , Resultado do Tratamento
12.
Psychother Res ; 31(3): 402-417, 2021 03.
Artigo em Inglês | MEDLINE | ID: mdl-33148118

RESUMO

Objective: We explore state of the art machine learning based tools for automatic facial and linguistic affect analysis to allow easier, faster, and more precise quantification and annotation of children's verbal and non-verbal affective expressions in psychodynamic child psychotherapy. Method: The sample included 53 Turkish children: 41 with internalizing, externalizing and comorbid problems; 12 in the non-clinical range. We collected audio and video recordings of 148 sessions, which were manually transcribed. Independent raters coded children's expressions of pleasure, anger, sadness and anxiety using the Children's Play Therapy Instrument (CPTI). Automatic facial and linguistic affect analysis modalities were adapted, developed, and combined in a system that predicts affect. Statistical regression methods (linear and polynomial regression) and machine learning techniques (deep learning, support vector regression and extreme learning machine) were used for predicting CPTI affect dimensions. Results: Experimental results show significant associations between automated affect predictions and CPTI affect dimensions with small to medium effect sizes. Fusion of facial and linguistic features work best for pleasure predictions; however, for other affect predictions linguistic analyses outperform facial analyses. External validity analyses partially support anger and pleasure predictions. Discussion: The system enables retrieving affective expressions of children, but needs improvement for precision.


Assuntos
Ludoterapia , Psicoterapia Psicodinâmica , Afeto , Ansiedade , Criança , Humanos
13.
J Perianesth Nurs ; 36(1): 81-85, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33158746

RESUMO

PURPOSE: This study was conducted to analyze the effects of a therapeutic play/play therapy (TP/PT) program on anxiety levels and fear of medical procedures in children with liver transplant. DESIGN: The study had a pretest-posttest quasi-experimental design. METHODS: Sixty-five children aged between 6 and 12 years were included in this study. A children's information form, the State-Trait Anxiety Inventory for Children, and the Medical Procedure Fear Scale were used for data collection. FINDINGS: The application of the TP/PT program resulted in a statistically significant decrease in the children's anxiety levels and fears about medical procedures (P = .001). CONCLUSIONS: The TP/PT program had a positive effect on the children's fear and anxiety levels regarding certain medical procedures. Pediatric nurses can use the TP/PT program to reduce children's anxiety and fears about medical procedures.


Assuntos
Ansiedade , Criança Hospitalizada , Medo , Transplante de Fígado , Ludoterapia , Ansiedade/prevenção & controle , Criança , Criança Hospitalizada/psicologia , Humanos , Transplante de Fígado/psicologia , Enfermagem Pediátrica , Avaliação de Programas e Projetos de Saúde , Resultado do Tratamento
14.
Child Adolesc Ment Health ; 26(3): 238-251, 2021 09.
Artigo em Inglês | MEDLINE | ID: mdl-32767491

RESUMO

BACKGROUND: Theraplay is a relationship-focused model of treatment based on attachment theory involving both adult and child. The study aims to review the quality of Theraplay research and Theraplay's effectiveness for children aged 12 years and under with a range of presenting difficulties, to inform future practice and identify areas for further research. METHODS: A systematic literature search was conducted using PsycINFO, CINAHL, MEDLINE and Web of Science. Quantitative studies using Theraplay only as a treatment for children aged 12 years and under with any presenting difficulty were identified. Additional manual searching was conducted, including eligible studies' reference lists. Critical appraisal tools were used to provide a narrative synthesis of Theraplay's effectiveness and research quality. RESULTS: Only six eligible articles were identified, meaning there was a lack of rigorous evidence eligible to offer conclusions into Theraplay's effectiveness. The review highlighted the small evidence base, mixed quality research methodology and high levels of heterogeneity in how Theraplay is practiced and evaluated. Of the eligible studies, Theraplay was found promising in its effectiveness when used with internalising and externalising difficulties, dual diagnoses and developmental disabilities. CONCLUSIONS: Theraplay is regularly practiced across the world; however, the evidence base of rigorous research to inform Theraplay's effectiveness and mechanisms of change is lacking. Firm conclusions could not be offered, although Theraplay was shown to be promising intervention for some presentations. Further research into Theraplay's effectiveness and key mechanisms of change are recommended to enhance the quality and depth of Theraplay literature.


Assuntos
Ludoterapia , Adulto , Criança , Humanos
15.
J Autism Dev Disord ; 51(4): 1039-1053, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32623539

RESUMO

A single-blind randomised control trial investigated the effectiveness of the Learn, Engage and Play (LEaP) playgroup. Seventy-one children with developmental delay were randomly allocated to an 8-week LEaP playgroup or control group and followed up at 12 and 28 weeks. On the primary outcome measure, LEaP demonstrated significant within group changes at 28 weeks (parenting distress p = 0.018) but no between group changes. On secondary outcome measures, at 12 weeks LEaP produced significantly better outcomes than control in goal achievement (performance p = 0.022; function p = 0.008) and family-support (p = 0.024), with LEaP continuing to demonstrate significantly better goal achievement (child performance p = 0.042; function p = 0.012) at 28 weeks. Findings indicate LEaP may assist in improving family-support and goal achievement outcomes for children with developmental delays.


Assuntos
Transtorno do Espectro Autista/psicologia , Transtorno do Espectro Autista/terapia , Deficiências do Desenvolvimento/psicologia , Deficiências do Desenvolvimento/terapia , Ludoterapia/métodos , Pré-Escolar , Feminino , Seguimentos , Promoção da Saúde/métodos , Humanos , Aprendizagem/fisiologia , Masculino , Poder Familiar/psicologia , Método Simples-Cego
16.
J Autism Dev Disord ; 51(2): 576-588, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32556834

RESUMO

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group = 18, control group = 7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD.


Assuntos
Transtorno do Espectro Autista/psicologia , Transtorno do Espectro Autista/terapia , Imaginação/fisiologia , Ludoterapia/métodos , Instituições Acadêmicas , Estudantes/psicologia , Criança , Emoções/fisiologia , Feminino , Humanos , Masculino , Projetos Piloto , Resultado do Tratamento
17.
Pediatrics ; 147(1)2021 01.
Artigo em Inglês | MEDLINE | ID: mdl-33372119

RESUMO

Child life programs are an important component of pediatric hospital-based care; they address the psychosocial concerns that accompany hospitalization and other health care experiences. Child life specialists focus on the optimal development and well-being of infants, children, adolescents, and young adults while promoting coping skills and minimizing the adverse effects of hospitalization, health care encounters, and/or other potentially stressful experiences. In collaboration with the entire health care team and family, child life specialists provide interventions that include therapeutic play, expressive modalities, and psychological preparation to facilitate coping and normalization at times and under circumstances that might otherwise prove overwhelming for the child. Play and developmentally appropriate communication are used to (1) promote optimal development, (2) educate children and families about health conditions, (3) prepare children and partner with families for medical events or procedures, (4) plan and rehearse useful coping and pain-management strategies with patients and families, (5) help children work through feelings about past or impending experiences, and (6) partner with families to establish therapeutic relationships between patients, siblings, and caregivers. Child life specialists collaborate with the entire interdisciplinary team to promote coping and enhance the overall health care experience for patients and families.


Assuntos
Adaptação Psicológica , Criança Hospitalizada/psicologia , Equipe de Assistência ao Paciente/organização & administração , Pediatria/organização & administração , Apoio Social , Benchmarking , Criança , Hospitalização , Humanos , Manejo da Dor , Ludoterapia , Relações Profissional-Família
18.
Nurs Inq ; 28(1): e12373, 2021 01.
Artigo em Inglês | MEDLINE | ID: mdl-32662183

RESUMO

For us, narrative care is grounded in pragmatist philosophy and focused on experience. Narrative care is not merely about acknowledging or listening to people's experiences, but draws attention to practical consequences. We conceptualize care itself as an intrinsically narrative endeavour. In this article, we build on Lugones' understanding of playfulness, particularly to her call to remain attentive to a sense of uncertainty, and an openness to surprise. Playfulness cultivates a generative sense of curiosity that relies on a close attentiveness not only to the other, but to who we each are within relational spaces. Generative curiosity is only possible if we remain playful as we engage and think with experiences and if we remain responsive to the other. Through playfulness, we resist dominant narratives and hold open relational spaces that create opportunities of retelling and reliving our experiences. Drawing on our work alongside older adults, as well as people who work in long-term care, we show the possibilities of playfulness in the co-composition of stories across time. By intentionally integrating playfulness, narrative care can be seen as an intervention, as well as a human activity, across diverse social contexts, places and times.


Assuntos
Terapia Narrativa/normas , Ludoterapia/normas , Idoso , Feminino , Geriatria/métodos , Geriatria/normas , Humanos
19.
Psicol. USP ; 32: e200085, 2021.
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1279544

RESUMO

Resumo O objetivo deste ensaio teórico é discutir a noção de linguagem e a relação com os outros na fenomenologia de Merleau-Ponty como possível fundamento para a psicoterapia humanista-fenomenológica com crianças. Para Merleau-Ponty, a linguagem se apresenta como experiência viva e intersubjetiva, e o reconhecimento de si e de outrem pela criança não se daria na intelecção, mas pela dimensão experiencial. O psicoterapeuta escuta a criança naquilo que ela tem a dizer e sua participação se dá como reconhecimento e afetação diante da linguagem infantil. A relação se constitui numa dupla reversibilidade: reconhecimento do outro pela criança em sua própria experiência de corpo e dos sentimentos manifestos acerca de outrem; e afetação do encontro vivenciado tanto pelo psicoterapeuta como pela criança. Concluímos que esta proposta representa uma fecunda contribuição para a psicoterapia humanista-fenomenológica com crianças ao privilegiar a compreensão da criança para além dos estereótipos e noções cristalizadas de infância.


Resumen Este ensayo teórico tiene como objetivo discutir la noción del lenguaje y la relación con otros en la fenomenología de Merleau-Ponty como una posible base para la psicoterapia humanista-fenomenológica con niños. Para Merleau-Ponty, el lenguaje se presenta como una experiencia viva e intersubjetiva y el reconocimiento de uno mismo y del otro por parte del niño no ocurre en la intelección, sino en la dimensión experiencial. El psicoterapeuta escucha al niño en lo que tiene que decir y su participación se lleva a cabo como reconocimiento y afectación frente al lenguaje infantil. La relación constituye una doble reversibilidad: el reconocimiento del otro por parte del niño en su propia experiencia del cuerpo y de los sentimientos manifiestos sobre los demás; y la afectación del encuentro, experimentado tanto por el psicoterapeuta como por el niño. Se concluye que esta propuesta representa una contribución fructífera a la psicoterapia humanista-fenomenológica con niños al privilegiar la comprensión del niño más allá de los estereotipos y las nociones cristalizadas de la infancia.


Résumé Cet essai théorique vise à discuter la notion de langage et la relation avec les autres dans la phénoménologie de Merleau-Ponty, en tant que fondement possible d'une psychothérapie humaniste-phénoménologique pour les enfants. Pour Merleau-Ponty, le langage est une expérience vivante et intersubjective, et la reconnaissance de soi et de l'autre par l'enfant ne se ferait pas par l'intellection, mais par la dimension expérientielle. Le psychothérapeute écoute l'enfant dans ce qu'il a à dire et sa participation se produit comme une reconnaissance et une affectation face au langage des enfants. La relation constitue une double réversibilité : la reconnaissance de l'autre par l'enfant dans sa propre expérience corporelle et les sentiments qu'il manifeste à l'égard de l'autre ; et l'affectation de la rencontre, vécue à la fois par le psychothérapeute et par l'enfant. Nous concluons que cette proposition représente une contribution fructueuse à la psychothérapie humaniste-phénoménologique pour enfants en privilégiant la compréhension de l'enfant au-delà des stéréotypes et des notions cristallisées de l'enfance.


Abstract Our article aims at discussing the notion of language and the relationship with others in Merleau-Ponty's phenomenology as a possible foundation for humanistic-phenomenological psychotherapy with children. For Merleau-Ponty, language presents itself as a living and intersubjective experience and the recognition of oneself and others by the child would not occur in intellection, but through the experiential dimension. The psychotherapists listen to the child and their participation occurs as recognition and affectation in the face of children's language. The relationship constitutes a double reversibility: recognition of the other by the child in his own experience of the body and of the manifest feelings about others; affectation of the encounter, experienced by both the psychotherapist and the child. We conclude that this proposal represents a fruitful contribution to humanistic-phenomenological psychotherapy with children by privileging the child's understanding beyond stereotypes and crystallized notions of childhood.


Assuntos
Humanos , Criança , Ludoterapia , Psicoterapia , Linguagem Infantil
20.
Medicine (Baltimore) ; 99(50): e23272, 2020 Dec 11.
Artigo em Inglês | MEDLINE | ID: mdl-33327250

RESUMO

School sandplay group therapy is a useful clinical treatment method for adolescents who cannot adapt to school due to various emotional and behavioral problems. In this study, we conducted 10 weeks of group therapy in 70 adolescents referred to as maladjustment behavior problem in the school. The purpose of this study was to evaluate the clinical effects of sandplay therapy on the emotions and behaviors objectively through minnesota multiphasic personality test -2. There was a statistically significant difference in clinical scales such as depression, masculinity- femininity, social introversion, anger, subjective depression, need for affection, somatic complaint, and internal/external alienation after school sandplay group therapy. Sandplay therapy is estimated to have clinical effects not only on the emotional problems of maladapted high school students but also on physical problems.


Assuntos
Transtornos do Comportamento Infantil/terapia , MMPI , Ludoterapia , Psicoterapia de Grupo , Adolescente , Transtornos do Comportamento Infantil/psicologia , Feminino , Humanos , Masculino , Ludoterapia/métodos , Psicoterapia de Grupo/métodos , República da Coreia , Instituições Acadêmicas , Inquéritos e Questionários , Resultado do Tratamento
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