Vocal training technology for children with delayed psychoverbal development

The relevance of this research is based on the fact that delayed psychoverbal development is very common is very common in modern children. The problems caused by delayed psychoverbal development accompany many pathologies connected with the development of the nervous system. Therefore, the issues of providing help and training to such children are becoming increasingly relevant both in Russian and foreign pedagogy. The article looks at some aspects of the vocal training technology used in work with children who have delays in psychoverbal development in order to improve the level of their cognitive and communicative skills, develop their thinking, speech, memory and empathy and overcome psychological difficulties. Research methods include theoretical works by Russian psychologists and a pedagogical experiment in vocal training of children with health problems.

Nursing diagnoses in primary health care consultations to newborns / Diagnósticos de enfermería en las consultas de atención primaria de salud de recién nacidos / Diagnósticos de enfermagem em consultas de atenção primária à saúde de recém-nascidos

ABSTRACT Objective: To describe and analyze nursing diagnoses established on newborns' medical consultations in a primary health care service. Method: Descriptive, analytical and quantitative study performed in a primary health care clinic in São Paulo. Data were collected from the medical records of 37 children treated in 39 nursing consultations during their neonatal period. The identified nursing diagnoses were analyzed regarding: frequency, classification in strengthening or exhaustion in light of the health-disease process, and the correspondence with the essential needs of infants. Results: 372 diagnoses were identified, most of them of strengthening (71%), such as efficient development (n = 37) and effective growth (n = 36). Among the exhaustion diagnoses (29%), there was a predominance of risk for suffocation (n = 15) and impaired tissue integrity (n = 14). Most diagnoses corresponded to the need of physical protection and security. Conclusion: Families are strengthened in the care of the essential needs of newborns, however, preventing diseases is necessary.

RESUMEN Objetivo: Describir y analizar los diagnósticos de enfermería establecidos en consultas de recién nacidos en un servicio de atención primaria de salud. Método: Estudio descriptivo, analítico y cuantitativo realizado en un ambulatorio de atención primaria de salud en São Paulo. Los datos fueron recolectados en los prontuarios de 37 niños atendidos en 39 consultas de enfermería en el período neonatal. Los diagnósticos de enfermería identificados fueron analizados en cuanto a: la frecuencia, la clasificación en fortalecimiento o desgaste frente al proceso salud-enfermedad, y la correspondencia con las necesidades esenciales de los niños. Resultados: Se identificaron 372 diagnósticos, siendo la mayoría de fortalecimiento (71%), como los de desarrollo eficaz (n = 37) y de crecimiento eficaz (n = 36). Entre los diagnósticos de desgaste (29%), predominaron el riesgo de asfixia (n=15) y la integridad de la piel perjudicada (n=14). La mayoría de los diagnósticos correspondió a la necesidad de protección física y seguridad. Conclusión: Las familias están fortalecidas en la atención a las necesidades esenciales del recién nacido, pero la prevención de agravios se hace necesaria.

RESUMO Objetivo: Descrever e analisar os diagnósticos de enfermagem estabelecidos em consultas de recém-nascidos num serviço de atenção primária à saúde. Método: Estudo descritivo, analítico e quantitativo realizado num ambulatório de atenção primária à saúde em São Paulo. Os dados foram coletados nos prontuários de 37 crianças atendidas em 39 consultas de enfermagem no período neonatal. Os diagnósticos de enfermagem identificados foram analisados quanto a: frequência, classificação em fortalecimento ou desgaste frente ao processo saúde-doença, e correspondência com as necessidades essenciais das crianças. Resultados: Foram identificados 372 diagnósticos, sendo a maioria de fortalecimento (71%), como os de desenvolvimento eficaz (n = 37) e de crescimento eficaz (n = 36). Entre os diagnósticos de desgaste (29%) predominaram risco de sufocação (n = 15) e integridade da pele prejudicada (n = 14). A maioria dos diagnósticos correspondeu à necessidade de proteção física e de segurança. Conclusão: As famílias estão fortalecidas na atenção às necessidades essenciais do recém-nascido, porém a prevenção de agravos se faz necessária.

Monitoreo de los indicadores del Programa "Chile Crece Contigo" 2008-2011 / Monitoring indicators of the program "Chile Grows with you" 2008-2011

Objective: To monitor coverage and outcomes associated with the activities of the integrated protection system for early childhood Chile Grows with You (CHCC), which includes the comprehensive psychosocial development of children between 18 months and 3 years old, in each of the 29 Health Services of the country, as well as the changes observed after 4 years. Material and Method: Database analysis of all local public networks in the country between 2008 and 2011 was performed. The application of the test regarding psychomotor development, prevalence of development delay and risk, participation of mothers in educational workshops, home visits and recovery rate of deficient children by age were studied. Median and observed changes of each indicator were analyzed developing a ranking based on the results observed. Results: Approximately 75% of children were evaluated, with a prevalence of delay or risk of about 5% and a rate of recovery close to 50%. The participation of mothers in educational workshops increased from 7.6 to 11.0% (p <0.001) and home visits to developmentally delayed children increased 6 times between 2009 and 2011 (p <0.001). Most changes were positive, although the prevalence of developmentally delayed children under 2 years slightly increased (0.6%), and the recovery of 3 year olds decreased (-14.4%). A great variability was observed among the Health Services. Conclusions: There are some positive results in relation to psychomotor development, with significant regional differences. A lower than expected deficit rate regarding psychomotor development was observed, which implies the need to further analyze the instrument used or the conditions of application.

Objetivo: Monitorear la cobertura y resultados de las principales actividades planificadas en el subsistema de protección social Chile Crece Contigo (CHCC) en relación al desarrollo psicosocial integral en niños de 18 meses y 3 años, en cada una de los 29 Servicios de Salud del país y los cambios observados en 4 años. Material y Método: Análisis de bases de datos de todos los establecimientos de la Red Pública del país, 2008 y 2011. Se estudió: aplicación del test de desarrollo psicomotor, prevalencia de retraso y riesgo del desarrollo, participación de madres en talleres educativos, visitas domiciliarias integrales y tasa de recuperación de niños con déficit según edad. Se analizó mediana y cambio observado de cada indicador por servicios de salud y se elaboró un ranking en función de los resultados observados. Resultados: Aproximadamente el 75% de los niños fueron evaluados, con una prevalencia de retraso o riesgo del orden de 5% y tasa de recuperación cercana al 50%. La participación de madres en talleres educativos aumentó de 7,6 a 11,0% (p < 0,001) y las visitas domiciliarias en niños con rezago 6 veces entre el 2009 y 2011 (p < 0,001). La mayor parte de los cambios fueron positivos, aunque aumentó levemente la prevalencia de rezago en menores de 2 años (0,6%) y disminuyó la recuperación de niños de 3 años (-14,4%). Destaca amplia variabilidad entre servicios de salud. Conclusiones: Existen algunos resultados positivos en relación al desarrollo psicomotor, con importantes diferencias regionales. Destaca una tasa de déficit del desarrollo psicomotor menor a lo esperado, lo que implica la necesidad de revisar el instrumento utilizado o las condiciones de aplicación.

Crianças com dificuldades motoras: questões para a conceituação do transtorno do desenvolvimento da coordenação / Niños con dificultad motoras: cuestiones en el concepto del trastorno del desarrollo de la coordinación / Children with motor difficulties: issues on conceptualizing developmental coordination disorder

A investigação da natureza das dificuldades motoras experimentadas por crianças resultou na identificação do Transtorno do Desenvolvimento da Coordenação (TDC). Pouco se sabe sobre sua natureza, embora sejam inúmeras as hipóteses formuladas sobre sua causa. O presente artigo defende a tese de que o problema reside na definição do que se entende por TDC e na seleção de amostras em estudos que não distinguem o uso de critérios clínicos dos critérios de pesquisa. Em conclusão, são apresentadas três etapas para caracterização do TDC.

The investigation of the nature of motor difficulties children experiment resulted in the identification of a Developmental Coordination Disorder (DCD). The lack of consensus on the nature and the mechanisms of DCD might not be due to an apparent resilience of the disorder to the scientific enterprise. On the contrary, the present paper has a goal of presenting a thesis according to which the problem resides on the definition of DCD and on the selection of samples in studies that do not distinguish between clinical and research criteria. In conclusion, three steps for characterizing DCD are presented.

La investigación de la naturaleza de las dificultades motrices experimentadas por los niños ha resultado en la identificación de Trastorno del Desarrollo de la Coordinación (TDC). La falta de un acuerdo acerca de la naturaleza y mecanismos del TDC puede no ser riestrita a una aparente resistencia del trastorno a las investigaciones científicas. El presente artículo postula la tesis de que el problema esta en la definición acerca del entendimiento del TDC y en la selección de las populación en estudios que no distinguen el uso de criterios clínicos de los criterios de investigación científica. La caracterización del TDC se presenta en tres etapas.

Integração personalização e realização: a teoria do desenvolvimento emocional de Winnicott / Weight reduction for primary prevention of stroke

O desenvolvimento emocional primitivo, considerado por Winnicott como a espinha dorsal de sua obra, é o tema da presente dissertação. Dessa forma, os concomitantes estágios que o bebê vivencia ao longo do processo maturacional a saber, integração, personalização e realização são aqui apresentados de modo a demonstrarmos sua importância na constituição da subjetividade do infante. O estágio de integração, o principal aspecto do desenvolvimento infantil, é o tema do primeiro capítulo. Nesta parte inicial da dissertação, são descritos alguns fundamentos teóricos winnicottianos associados a este processo: a necessidade de uma mãe suficientemente boa, a existência teórica de uma não-integração primária, a unidade mãe bebê, a tendência à integração do ego e a relevância do cuidado maternal (holding). O estágio de personalização constitui o tema do segundo capítulo. Os temas abordados dizem respeito à importância do manejo (handling) para o desenvolvimento do psicossoma e da capacidade de sentir-se no próprio corpo. Além disso, apresentamos uma articulação entre algumas idéias winnicottianas e a psicomotricidade e finalizamos com um exemplo de uma prática psicomotora com gestantes e alguns comentários sobre um caso clínico. No terceiro e último capítulo, abordamos o estágio de realização a partir dos seus imbricados temas, a saber: a primeira mamada teórica, os objetos subjetivos e objetivos, os objetos e fenômenos transicionais e a desilusão gradual necessária para o bebê poder alcançar a fase do EU-SOU. E, finalmente, mencionamos a idéia de que a relação tônica entre mãe e bebê explicitada no segundo capítulo é a base para a experiência de autocriatividade do sujeito e, conseqüentemente, para a construção do sentimento de que a vida vale a pena.

This dissertation has the purpose of presenting some ideas about primitive emotional development. This was considered by Winnicott as the main point of his work. Therefore, theconcomitant stages the infant lives though his/her maturation process – integration, personalization and realization – will be presented here in such a way that we can demonstratethe importance they have in the infant’s subjectivity constitution. The stage of integration is the principal aspect of the child development. That is the theme of the first chapter. In this initial part of the dissertation, we describe some of thetheoretical principles that Winnicott associates to this process: the necessity of a “goodenough mother”, the theoretical existence of a “non-primary integration”, the unity motherchild,the tendency to ego integration and the relevance of maternal care (holding).The personalization stage is the theme of the second chapter. The topics mentioned here clarify how important handling is to the development of the pshycossoma as well as to the capacity of “feeling yourself in your own body”. Besides that, we present an articulationbetween Winnicott’s ideas and psychomotricity. We end up whit a sample of a psychomotricity practice with pregnant women and some comments about a clinical case.In the third chapter, we write about the realization stage and its complex themes: the first theoretical breast feeding, the subject and objective objects, the transitional objects andphenomena, and the gradual delusion that is necessary for the infant to reach the “I am” phase. Finally we mention the idea that the tone relation between the mother and the baby – that was explained in chapter two – is the basis for the individual experience of self creativity and, consequently, for the construction of the feeling that life is worthwhile.

Complementary and alternative medicine in developmental disabilities.

Developmental disabilities (DD) are defined as a diverse group of severe chronic conditions due to mental and/or physical impairments. Individuals with developmental disabilities have difficulty with major life activities including language, mobility, and learning. Developmental disabilities can begin anytime during development--from prenatal up to 22 years of age, and the disability usually lasts throughout a person's lifetime. Autism spectrum disorders, cerebral palsy, mental retardation, and attention deficit hyperactivity disorder are common conditions falling within the definition of developmental disabilities. Complementary and alternative medicine (CAM) is becoming increasingly utilized in the general population for treatment of everything from the common cold to complex and chronic medical conditions. This article reviews the prevalence of different types of CAM used for various developmental disabilities.

Early developmental intervention for children with down syndrome

To assess the effect of early developmental stimulation program and family involvement in rehabilitation of children with Down syndrome. Forty children with Down syndrome with mean age +/- 2.4 months were divided randomly into 2 groups. Group [I] used as a control group received physical therapy alone and group [II] received physical therapy together with an assessment based infant stimulation program. A developmental assessment was done to each child before, after 6 and 12 months of therapy. In the 6 main areas of development, a developmental quotient [DQ] was calculated to each child on each of the 6 profile scales. The main initial DQ for both groups were compared to the main DQ calculated on retests done at 6 and 12 months. Patients in both groups were comparable regarding age, sex, DQ, and all assessed variables. There were no significant difference in DQ at 0 and 6 months of therapy in group [I], but after 12 months there was a significant difference in all areas of development except language development. While in group [II] there were a significant improvement after 6 and 12 months except for language area but the improvement after 12 months was more significant. Analysis of data in both groups after 1 2 months of therapy showed a higher statistical significant difference in main DQ between both groups after 12 months of therapy in"al1 areas of development except in language development. Early infant stimulation program and early family involvement in rehabilitation of children with DS helps the child in earlier attainment of many developmental tasks and enhances functioning of the family unit

Praticas pedagogicas em Terapia Ocupacional: capacitando o aluno para atuar junto a criancas com atraso no desenvolvimento / Pedagogic practices in Occupational Therapy: qualifying student to act with delay development

Novas propostas pedagogicas sugerem que o ensino nos cursos de graduacao seja pautado no modelo da aprendizagem baseada no problema. Entrevistou-se quatro professores de Terapia Ocupacional afim de analisar como a anamnese, a avaliacao e a elaboracao de um plano de intervencao sao ensinados, procurando identificar se os procedimentos utilizados na pratica docente vao ao encontro deste modelo pedagogico

Retardo do desenvolvimento de causa näo orgânica (RDCNO) / Non organic failure to thrive (NOFTT)

Os autores apresentam uma revisäo de literatura sobre Retardo do Desenvolvimento de Causa Näo-Orgânica (RDCNO), uma desordem reativa de relacionamento na infância que leva a um declínio no padräo de crescimento previamente estabelecido, sem causa orgânica evidente. O diagnóstico baseia-se na anamnese, exame físico e exames laboratoriais normais. Causas orgânicas devem ser excluídas. A hospitalizaçäo da criança e o manejo por equipe multidisciplinar parece ser a conduta terapêutica mais adequada.

Play therapy with young children.

This article sets out to describe and evaluate the use of Play-Therapy with young handicapped children. The children, mostly of pre-school age, have been seen at the Wolfson Centre in London, over the last five years. The work is on-going. The developmental programme adapted and followed, was designed at the Centre in the 1970s, by Cooper, Moodley & Reynell. It was used to teach children with specific language delays. It has proved ideal to use with children with a variety of problems in their learning, also those with developmental delay. The teaching/play sessions have taken place in the children's homes and in the Wolfson Centre. Parental involvement has been important for success of the programme. Other professionals beside the teacher have been involved at the Centre, for monitoring the children's progress. The results shown in the annual reviews, or when the child attends for formal assessment, are encouraging. They point to the conclusion that this form of therapy can not only help the child at home, but also helps when he/she starts school.