ISSN : 2241-4665
ISSN : 2241-4665
Ημερομηνία έκδοσης: Αθήνα 27 Ιουνίου
2018
«Οι Διαταραχές Συμπεριφοράς.
Άτομα με πολλαπλές αναπηρίες»
της Δρ. Ευθαλίας Τσεγγελίδου
« Behavioural
disability.
People with multiple disabilities»
by
Dr. Efthalia Tsengelidou
Περίληψη
Η παρούσα μελέτη
αποτελεί τμήμα της διδακτορικής μου διατριβής που πραγματοποίησα
το 2013. Η μελέτη αναφέρεται στις διαταραχές
συμπεριφοράς που μπορεί να προκαλούν σοβαρή διαταραχή στη κοινωνική,
σχολική ή επαγγελματική λειτουργικότητα ενός
παιδιού, καθώς και στην εκπαίδευση των παιδιών και των νέων με πολλαπλές
αναπηρίες.
Abstract
This study
is a part of my doctoral dissertation in 2013. The study refers to the
Behavioural disability. These behaviors can cause a serious disturbance of the
child's social, educational or professional functioning. The study also refers
to school education of children and youth with multiple disabilities.
Behavioural disability
The concept of behaviour extends more than the concept
of conduct. Many authors view behaviour as the set of global responses of the
organism that interacts with the environment. It also contains the overall
movement of insects towards light.
Conduct - the ensemble of stereotyped reactions
acquired and learned during the individual's experience.
Pierre Janet regards conduct as being superior to
behaviour because it contains a conscious, complicated action and accompanied
by a certain affective participation, unlike behavioural reactions that are
seen as reflexive, elementary actions that define the relationship between the
subject and the surrounding world.
Looking at behaviour as an expression between
personality development and the environment, we can define behavioural
disorders as deviations from the human norms and values promoted by a
particular type of society. These behavioural deviations fall into the broad
category of maladjustment phenomena. They can occur at all age levels and are
determined by a variety of causes and are generally subsumed to the concept of
delinquency or offense (in the legal records). These terms designate
non-conformist behaviours that can produce negative effects for both the
individual and the society.
Behaviour is dependent on the level of intellect,
knowledge and life experience of the subject, on the character of social
organization, and on the functionality of inter-subject relationships.
Once produced, these behavioural manifestations are
lived both internally and externally, and have a circular effect. We can speak
of a category of manifestations on the inside: anxiety, prolonged frustration,
affective instability, depression, non-acceptance of collaboration with others,
poor affective development, indifference, exacerbated tensions, disturbances of
psychological functions.
Depending on the depth of the external disturbance
that occurs externally through:
·
Unstable external reactions (fear, anger);
·
Motor agitation;
·
Disorganized movements;
·
negativism;
·
Apathy, sexual aberrations;
·
Rebellion, theft, vagrancy, cruelty.
In these cases, we can also refer
to the innate predisposition, sequelae of head injuries, endocrine changes that
can occur abruptly in unfavourable environments, psychological discomfort and
even negative influences of the entourage: lack of child supervision, parental
tyrannical authority, non-entrainment of the child in activities, may result in
leaving the home - vagrancy.
These phenomena are always
associated with emotional deficiencies, generating egocentric features or an
underestimation of the self. In the case of boys, the aberrant features are
more obvious and have a higher frequency than in the case of girls, but in both
situations, complications will occur in
social life.
Lying - is a simple behavioural
misconduct, which signifies the formation of certain personality
particularities. It evolves differently depending on the subject's status. In
the pre-school period, lying cannot be construed as a negative note of social
behaviour, but as a form of adaptation to new situations. With time, by
repetition, it becomes a habit and can turn into a negative feature of
personality.
Theft - at its core, there is a strong sense of
frustration. This feeling has pronounced anxiety notes. If it is done in a
gang, it has more serious shapes and has a terrible note of rebellion. In early
ontogenesis, its incipient form is manifested by the forced acquisition of the
partner's toy. Later, it takes the form of appropriation of the desired object
stealthily and has a cast of cowardice.
Robbery - as a form of very serious behaviour, takes
place under threat or as an act of violence. The situation becomes more tragic
and more complex when it occurs in a gang. In this case, the characteristics of
a disharmonic personality are highlighted.
Home elopement and vagrancy - such behaviours occur in
the case of introverted, emotional, anxious, agitated, emotionally frustrated,
maladjusted to selectivity, conflicting, and unstable children.
Vagrancy, as a serious behavioural deficit, is
associated with other aberrant forms of child behaviour: prostitution and
sexual perversion.
Multiple deficiency
By multiple deficiencies we understand the existence
of two or more deficiency functions associated with these individuals and
accompanied by a variety of disorders: deafness-blindness and autism (apud E.F.
Verza 1998)
Deafness-blindness - due to the association of
deafness-mutism with blindness, serious disturbances occur in the individual's
existence because the perception of the surrounding world and the communication
with it is restricted to a minimum number of channels. In the case of the
deaf-mute blind, the main analysers are affected: seeing, hearing and
verbal-motor analyser. For this reason, both socialization and psychological
development implies the adoption of educational programs that maximize the
value of good analysts and determine the compensation of those functions that
are impaired.
In the education of children with double or triple
disabilities, the period in which the disorder occurs is very important. A
child with multiple deficiencies from birth or shortly after, has neither
visual, auditory representations, nor speech skills to ramp-up in life.
The factors are the same, but they do not have a more
intense, profound sphere, and destructions are significant:
infectious-contagious diseases, typhoid fever, rubella, intoxication, excessive
administration of calomycin and streptomycin, meningitis.
In
the early years of life, due to hearing, vision remains, parents do not notice
the state of disability, or delude themselves into thinking that it is a
passing phase, or they try to administer medication, guiding the child towards
specialized education much later (6 years).
If a multiple deficiency occurs in preschools and
schoolchildren, there will be quite serious personality disorders: depression,
disorientation in both children and parents.
The educational process is based on the possibility of
recovering the functions impaired through valid analysers, on the development
of capacities, through which humanization and communication with the surrounding
world can be made possible. Firstly, the habits for satisfying the biological
and hygienic needs are formed, then the habits of reception of the signals from
the environment in order to relate to others. Later, stimulation of the reflex
of orientation, elaboration of the interest knowledge that will be done by
maintaining and forming conditioned reflexes. After the knowledge of the
objects, one proceeds to the elaboration of the image, then to the realization
of the representations based on perceptions.
Practical activity is dominant in the relationship
between man and its environment. The presence of deafness-blindness does not
prevent the development of superior intellectual capabilities.
An example is represented by Helen Keller and Olga
Skorohodova. Following meningitis, they both ended up deaf-blind at 2,
respectively 5 years of age. Both have succeeded in graduating from a higher
institution, wrote prose and poetry, describing the stages of special
education. One wrote "Memoirs" and the other "How I perceive the
outside world", in which she described the behaviour with the environment,
its perception, the contact with objects, forms, representations, images,
symbols of verbal communication etc. (apud E.F. Verza, 2002).
The threat - Vasile Adamescu, who had a remarkable
development, and after graduating from the university, he became an appreciated
professor at a school of blind people.
In the case of multiple deficiencies, the contact with
the outside world is weak, mainly done with the tactile analyser. The child
with deafness-blindness must understand that each thing has a name, and the use
of language implies its understanding. In activities with deaf-mute children,
the exploration of the environment is made by walks and excursions, which allow
the actual knowledge of the object at the same time as the learning of its
name.
The teacher writes the name of the object into the
child's palm. The use of gestures is very important, especially if the child
has a good imagination. Once the bases of language are learned, the other steps
are represented by reading, writing, the use of Braille and hearing aids.
The hand is the one that plays the fundamental role in
the reception of stimuli and also fulfils the function of gesture and
dactylologic transmission. The formation of verbal communication and verbal
gestures is based on images created through tact and symbolism of gesture and
dactyl.
The term autism was formulated by Bleuler (aptud E.F.
Verza 1998) at the beginning of the last century. It referred to secondary
psychological-genetic disorders, related to a defining category of primary
disorders. In particular, disorders of the association of ideas, disruption of
the ideation flow, language disorders, verbal stereotypes, excitement states
alternating with depression, neurovegetative symptoms, hallucinations etc.
Later, the term was better outlined and delimited in
relation to other categories of disability. Autism has been the subject of
study of several fields: special psycho-pedagogy, psychology, psychiatry,
pedagogy, clinical psychology, etc. They find the existence of harmful factors
that are also present in other types of disabilities due to manifestations that
are also present in other disabilities, mental illness or even in the case of
the normal individual.
In the diagnosis of autism, frequent confusions or
substitutions have been made with other syndromes that are as little delimited
in theory and practice. Thus, terms such as infantile psychosis, serious
emotional disturbances, infantile schizophrenia, oligophrenia, mental
developmental delay, children without contact. All of these terms refer to a
wide range of phenomena, but do not fully cover the study of autism.
Leon Kanner (et al., 1998) defines autism - detachment
from reality, accompanied by an internal verbal predominance. The term comes
from the Greek autos = oneself, or one's own ego, and from Leon Kanner's
concept of autism as being self-contained and self-satisfied.
It is Kanner who made it possible to detach a syndrome
characterized by autism from all other forms of disability.
He
highlights a series of autism characteristic features, such as, the inability
to adopt a normal position during life, even in the infancy period, the
inability of verbal behaviour, the exacerbation of mechanical memory, the
inability to use abstract concepts, the inability to engage in ludic
activities, exaggerated emotions, delayed production of coialice
manifestations, creating physical impressions, self-containment.
From the point of view of autism's frequency, it is
lower in developed countries than in undeveloped countries (care capacity,
cause). In literature, it has a frequency similar to deafness and is less than
that of blindness. In terms of gender, the frequency is about 4 to 1 boys than
girls.
Research has not been able to demonstrate the
hereditary transmission of autism, the existence of a genetic predominance in
one of the sexes, but it was statistically demonstrated that there is a smaller
number of autism cases among only children or among the firstborns, in the case
of siblings.
Three
distinct categories of theories have been developed in order to explain autism:
1. Organic theories -
consider that autism is due to organic dysfunctions of a biochemical nature or
insufficient structural development of the brain.
2.
Psychogenic theories - interpret autism as a phenomenon of psychological
withdrawal, being perceived cold, hostile, punishing.
3.
Behavioural theories - consider autism to be born through a series of
learned behaviours that are formed by random rewards or punishments.
Other cases: infectious-contagious diseases, traumas
during pregnancy, birth, various anomalies of the brain, hereditary causes.
The vast majority of manifestations within the
categorized automatisms:
-
Language and communication difficulties;
-
Discontinuity in learning and development;
-
Perceptual and relational deficiencies;
-
Actional and behavioural disorders;
-
Malfunctioning of psychological processes, functions and attributes.
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