Comprehensive Psychological Correction of Hyperactivity Syndrome of Mentally Retarded Preschoolers
Journal Title: International Journal of Pedagogy, Innovation and New Technologies - Year 2015, Vol 2, Issue 2
Abstract
This paper focuses on the issue of correction hyperactivity syndrome of mentally retarded preschool children. We analyzed psychological, educational, medical literature on the correction of hyperactivity syndrome. We showed the results of constative and forming experiments. We determined the research parameters of hyperactivity syndrome as a level of manifestation of symptoms (inattention, impulsivity, hyperactivity, concomitant manifestations – aggressiveness, anxiety, emotional lability). We highlighted 4 forms of severity of hyperactivity syndrome of mentally retarded children: intermediate, light, moderate, severe. The main method of care for these children is psychological correction. We have determined the principles of psychological correctional work with mentally retarded children with hyperactivity syndrome: unity of corrrection and development; unity of diagnostics and correction of development; interconnection of correction and compensation; taking into account age and individual features of development; complexity of methods of psychological and pedagogical influence; person-oriented and activity approach in the implementation of corrective work; an optimistic approach to correctional work with a child with developmental problems; active involvement of immediate social environment to correctional work with the child. The main objectives of this psychocorrectional work include: to teach the children to relax, control their own emotions; to create a positive motivation, situations of success; to correct negative forms of behavior; to teach communication skills and enrich communication experience, develop interpersonal relationship. We have determined directions of psychological correction of mentally retarded children with hyperactivity syndrome: to tech the child to relax; to create a positive motivation, situations of success; to correct negative forms of behavior; to develop deficiency functions; to develop skills of interpersonal relations; to work with hyperactive children’s parents. We have emphasized the necessity of comprehensive care for mentally retarded children with hyperactivity syndrome, which includes the synchronous work of a number of experts: a psychologist, a neurologist, a pediatrician, a doctor of medical exercises, parents, and teachers. In its structure it should combine various methods that are selected according to age, primary diagnosis and children’s features. We have statistically proved the efficiency of comprehensive psychological correction this behavioral disorder of mentally retarded preschoolers.<br/><br/>
Authors and Affiliations
Maryna Kasyan-Fedorenko
Keywords
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- EP ID EP81705
- DOI 10.5604/23920092.1187905
- Views 122
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