The Development of Symbolization, the Reinforcement of the Body Image and of the Socialization of Deaf-Blind Students through Social-Emotional Interaction. A Psychodynamic and Psychoeducational Approach

The purpose of this paper is to examine whether social interaction can help deafblind students to develop symbolization reinforce their body image and their socialization The possibility of the social emotional development of deafblind students will be studied through the implementation of an educational program the Screening Tool and Psychoeducational Intervention for Deafblind People which refers to the social interaction of deafblind students with their peers The study uses a qualitative research approach and a case study methodology The application of the intervention program planned and tailored by the educator and the psychologist on the students need for social interaction aimed to help a 14 years- old deaf-blind girl in developing her symbolization her body image as well as becoming engaged in social play and social interactions The intervention program consisted of four stages Firstly the deafblind student s cognitive and socio-emotional skills were screened to create a profile that would guide the development of an individualized intervention Secondly the deafblind student was offered multisensory and concrete experiences through structured interaction with her educator in order to promote socio-emotional development through the elaboration of her executive functions and psychomotricity Thirdly the student was introduced to a group of three blind girls of 12 years of age Finally the deafblind student was included in a group of peers during experiential activities Through the intervention program the deafblind student became more socially involved in shared activities with her peers while at the same time the latter overcame their social and communicative barriers in approaching and interacting with the deafblind student and developed her symbolization and her body imag

Psychoanalytic Psychotherapy as a Method of Treatment for a Special Educator Experiencing Disengagement in Relation to her profession: A Case Study

The present case study focuses on a special educator working with children with psychosis named Sophie who engaged in two years of psychoanalytic psychotherapy in order to resolve feelings of distress anxiety low self-esteem Her mental state is examined in relation to the nature of her profession the transference children experience with their educators the emotional bond created and the mental representations she had created for her work More specifically we considered the role played by mental representations and symbolization in the way an educator addresses their profession and distinguishes between their internal representations and external reality Methods of psychoanalytic psychotherapy were adopted in order to allow her to improve her mental state such as self-reflection and self-analysis Progress is documented through two scales theMultimodal Questionnaire of Professional Engagement and the Beck Depression Inventory and two projective tests the Draw-A-Tree test and the Draw-A-Person-In-The-Rain test which were employed at the beginning and the end of the therapeutic process Findings regarding Sophie s improvement are discusse

Construction d'un modèle de recherche pluriméthodologique en vue d'évaluation et d'intervention à l'école (le cas d'incivilités et violences scolaires)

Notre étude porte sur un échantillon représentatif de 44 écoles de l'agglomération athénienne et analyse les réponses de 2003 enfants sur une base de 6000 élèves. Nous avons utilisé, comme moyens de recueil des données, le Questionnaire d'Intimidation et de Victimisation d'Olweus, l'Echelle de l'Estime de Soi de Rosenberg, l'Echelle du Locus de Contrôle de Nowicki et Strickland et l'Echelle d'Anxiété Apparente de Finch, Kentall and Montgomery. La recherche utilise comme définition opérationnelle celle d'Olweus (1993). L'analyse quantitative globale montre que 14,3% des élèves seraient des victimes, 8,8% des agresseurs et 6,7% des agresseurs/victimes. Par ailleurs le pourcentage de victimisation du groupe d'enfants migrants est plus élevé que celui du groupe d'enfants grecs. De plus, le pourcentage des enfants du primaire impliqués dans des actes de violence est plus élevé que celui des enfants du collège. Les garçons ont tendance à employer la violence physique alors que les filles ont davantage recours à la violence verbale. Les agresseurs sont souvent issus de la même classe que leurs victimes et ils agissent plus souvent seuls qu'en bande. A l'analyse des données : l'Estime de Soi présente une corrélation négative aussi bien par rapport au Locus de Contrôle, qu'à l'Inquiétude Excessive, à l'Angoisse Somatique et à la Concentration. En ce qui concerne les facteurs prédictifs de la victimisation, les résultats ont montré que la classe (âge), l'origine ethnique, le Locus de Contrôle, l'Inquiétude Excessive et l'Angoisse Somatique en font partie. Alors que le sexe, l'Acceptation Sociale ainsi que l'Irritabilité/Angoisse Excessive concernent plutôt les facteurs prédictifs de l'intimidationOur survey demonstrates a representative sample of 44 schools in Athens and analyzes the answers of 2003 children out of a sample of 6000 students. We employed as data collection tools the Olweus bully/victim questionnaire, the Rosenberg's Self-Esteem scale, the Locus of Control scale of Nowicki and Strickland and the Manifest Anxiety scale of Finch, Kentall and Montgomery. Our research supported by Olweus operational definition (1993). The global quantitative analysis unveiled that 14.3% of students are victims, 8.8% are bullies and 6.7% are both bullies and victims. Moreover the rate of victimization of foreign students is higher than that of the Greeks. Furthermore, the percentage of primary school students involved in violent acts is higher than mat of high school students. Male students tent to use physical violence, while females use verbal violence. Bullies usually come from the same school class with the victims and often act as single rather man in groups. In the process of data analysis : the Self-Esteem correlates negatively with the Locus of Control, the Excessive Anxiety, the Somatic Stress and the Concentration. The findings establish as predicative factors of victimization, the class(age), the ethnicity, the Locus of Control, the Excessive Anxiety and the Somatic Stress, and as a predicative factors of intimidation, the gender, the Social Acceptance and the Irritability / Excessive StressBOULOGNE-BU Psych. Henri Pieron (920125201) / SudocSudocFranceF