Postítulo en terapias de arte, mención musicoterapia / La presente monografía se origina a partir de uno de los casos clínicos tratados durante la práctica profesional del postítulo en musicoterapia de la Universidad de Chile, realizada en el Servicio de Psiquiatría Infanto-Juvenil del Hospital Militar de Santiago a lo largo del segundo semestre del 2015. Durante la práctica tuve la oportunidad de ser co-terapeuta en los talleres grupales de Psiquiatría Adulto; terapeuta principal en el tratamiento individual a una paciente hospitalizada en Oncología Adulto; y terapeuta principal en el tratamiento individual de un paciente adolescente, en el Servicio de Psiquiatría Infanto-Juvenil, al que llamaremos JD.

Orientador: Francisco Baptista Assumpção Junior / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-03T20:13:11Z (GMT). No. of bitstreams: 1 Moraes_Cesarde_D.pdf: 7399435 bytes, checksum: d94fe825a564013ba7796a28b130903a (MD5) Previous issue date: 2004 / Resumo: Os transtornos globais do desenvolvimento são doenças psiquiátricas da infancia, geralmente, muito graves e de evolução crônica. Com um diagnóstico baseado no início precoce e no comprometimento de três áreas de funcionamento mental (interação social recíproca, linguagem e comunicação e na capacidade criativa), tem no autismo infantil e na síndrome de Asperger seus mais estudados exemplos clínicos. Uma profunda compreensão dos aspectos descritivos dessas síndromes é fundamental para a realização de um diagnóstico clínico cientificamente preciso, confiável e válido. Apesar da consistente bibliografia acerca das características da linguagem e da interação social de uma criança autista, quando nos atentamos para aos padrões estereotipados, restritos e repetitivos de comportamentos, interesses e atividades, observamos que a literatura contém poucos artigos e diversos paradoxos e inconsistências. O presente estudo visa avaliar o perfil dos comportamentos repetitivos complexos, interesses restritos e obsessões em crianças com um diagnóstico de transtorno global do desenvolvimento ou retardo mental. Para tanto, foram estudadas 82 crianças e adolescentes divididos em três categorias diagnósticas: autismo infantil (27 indivíduos), síndrome de Asperger (23 indivíduos) e retardo mental puro sem características de autismo infantil (32 indivíduos). Além dos critérios clínicos de diagnóstico, definidos pela CID-IO, foram utilizados para a seleção dos grupos dois instrumentos estruturados (para diagnóstico de autismo e para avaliação do nível intelectual das crianças, respectivamente): Childhood Autism Rating Scale (CARS) e a Escala de Maturidade Social de Vineland-Doll. Após a divisão dos grupos diagnósticos, foram utilizados três instrumentos estruturados de avaliação de comportamentos repetitivos, interesses restritos e obsessões: Lista de Sintomas da Escala de Obsessões e Compulsões de Yale-Brown, Questionário de Obsessões da Universidade de Cambridge e o Questionário de Avaliação do Comportamento Autista - subesca1ade comportamentos estereotipados e restritos. A análise dos resultados foi realizada tanto através da descrição item a item de cada sintoma pesquisado nos diferentes grupos, bem como através da utilização de índices de correlação estatística, através dos testes qui-quadrado e ANOVA (análise de variância). Os resultados demonstraram que a presença de comportamentos repetitivos, interesses restritos e obsessões é uma característica clínica comum entre os indivíduos que apresentam os diagnósticos de retardo mental, autismo infantil ou síndrome de Asperger. Alguns comportamentos como: apego e manipulação de objetos, estereotipias motoras, interesses sensoriais estranhos e auto-agressividade, são modulados pelo nível intelectual. Outros comportamentos, como: necessidade de simetria, colecionismo, acúmulo de objetos, classificar, categorizar e interesse por objetos que giram, são mais comuns nos grupos de indivíduos com síndrome de Asperger e autismo infantil / Abstract: Pervasive development disorders are psychiatric pathologies that affect children, and are usually severe and of chronic evolution. With a diagnostic based on a precocious beginning and on compromising the three mental functioning areas (mutual social interaction, language and communication and creative ability), it has in childhood autism and in Asperger's syndrome its most studied clinical examples. A profound comprehension ofthe descriptive aspects of these syndromes is fundamental to the accomplishment of a scientifically precise, trustworthy and valid clinical diagnostico Despite the consistent bibliography concerning the language characteristics and social interaction of an autistic child, when we refer to the stereotyped, restricted and repetitive patterns of behavior, interests and activities we observe that the literature is reduced and it contains various paradoxes and inconsistencies. The current study aims to evaluate the profile of the complex repetitive behaviors, restricted interests and obsessions in children diagnosed with pervasive development disorder or mental retardation. Therefore, 82 children and adolescents were studied and divided into three diagnostic categories: childhood autism (27 individuais), Asperger' s syndrome (23 individuais) and pure mental retardation without children's autism characteristics (32 individuaIs). Besides the clinical criteria for diagnostics, defined by CID-IO, two structured tools were used to the selection of the groups (to diagnose autism and to evaluate the intellectual leveI of the children, respectively): Childhood Autism Rating Scale (CARS) and Vineland-Doll Social Maturity Sca1e. Afier the division of the diagnostic groups, three structured tools were used to evaluate repetitive behaviors, restricted interests and obsessions: List of Symptoms from the Yale-Brown bsessive-Compulsive Scale, Questionnaire of Obsessions from Cambridge University and Autistic Behavior Evaluation Questionnaire - sub-scale "Stereotyped and restricted behaviors". The analyses of the result was accomplished through the item-to-item description of each symptom researched in the different groups as well as through indexes of statistics correlation, with the Qui-square tests and the ANOVA (variability analyses). The results showed that the presence of repetitive behaviors, restricted interests and obsessions is a clinical characteristic common among individuaIs who present mental retardation, childhood autism or Asperger' s syndrome. Some behaviors like: attachment and handling of objects, motor stereotypy, strange sensorial interests and self-injury are modulated through the intellectuallevel. Other types of behavior like: need of symmetry, compulsions, collection of objects, interest in objects that spin, classifying and categorizing are more common in the groups of individuais with Asperger's syndrome and childhood autism / Doutorado / Saude Mental / Doutor em Ciências Médicas

Tesis para optar al grado de Magíster en Estudios Cognitivos / Esta investigación buscó determinar si un mayor nivel de Humor Positivo en el Síndrome de Asperger refleja un mayor índice de flexibilidad cognitiva y un mayor índice de creatividad. Para alcanzarlo, se aplicó un experimento que consistió en mostrar un video breve que incluye escenas humorísticas (slapsticks), un test estandarizado para evaluar flexibilidad cognitiva (Test de Clasificación de Tarjetas de Wisconsin, WCST) y un test para evaluar creatividad (CREA, Inteligencia Creativa). La muestra se conformó en un total de 22 niños (entre 7 y 13 años), 11 con Síndrome de Asperger y 11 neurotípicos. Los resultados indicaron que las variables estudiadas: Humor Positivo, Índice único de Creatividad e Índice de Perseveraciones se correlacionaron de forma directa demostrando la existencia de un vínculo entre ellas. Asimismo, el desempeño de los niños con Asperger no manifestó diferencias estadísticamente significativas en relación al grupo control. / Proyecto Fondecyt Regular N° 1140733, "Aspectos pragmáticos en el discurso de pacientes portadores de un primer episodio de esquizofrenia"

Tesis para optar al grado de Magíster en Lingüística mención Lengua Española / No autorizada su publicación a texto completo, según petición de su autor. / La presente investigación cuasi experimental se propone explorar diferencias en el desempeño de sujetos neurotípicos (SN) y con síndrome de Asperger (SA) en tareas de comprensión y producción de expresiones idiomáticas. Específicamente, pretende determinar la incidencia del grado de composicionalidad de tales expresiones en su uso, hipotetizando que habría diferencias en el rendimiento de ambos grupos de sujetos. Para probarlo, se diseñó un test experimental que fue piloteado y posteriormente aplicado a los grupos en estudio. Adicionalmente, se aplicaron pruebas destinadas a descartar problemas cognitivos o en componentes estructurales del lenguaje que pudieran incidir en la tarea experimental. Asimismo, los participantes rindieron una prueba de teoría de la mente (TM) para observar relaciones entre habilidades mentalistas y la habilidad pragmática estudiada.

This phenomenological research study explores the lived experience of an Asperger syndrome (AS) diagnosis, particularly focusing on the impacts of diagnosis. The proposed sample included seven co-researchers, four women, three men, with lived experiences of an AS diagnosis. Asperger syndrome is a lifelong developmental disability (APA, 1994). Using Colaizzi's phenomenological methodology (1978), a total of twelve themes emerged from the data. These themes are produced in an exhaustive description, this displays the lived experiences of an AS diagnosis. The analysis displayed a total of 12 themes: Impact of diagnosis leading to changes in social and family relationships; Feelings arising from diagnosis; Personal changes through diagnosis; Impact of a diagnosis an inhibiting factor; Personal changes in identity and similarity with others; Feeling arising before diagnosis; Accessibility to Autism services; Feelings arising from child's diagnosis; Impact of child's diagnosis leading to changes in family, social and intimate relationships; Personal changes in identity through a mother and carer role; Uncertainty about future; Lack of psychological & emotional support. The co-researchers reported a change in identity and relationship(s) with others. Coresearchers reported a lack of psychological support provided after the AS diagnosis. This shows an urgent need for psychological therapy among this client group. I propose Counselling Psychologists can fulfil this need and offer a range of support through different means including post-diagnostic follow-ups, counselling (postdiagnosis) and ongoing group support. These findings will be discussed in detail.

Tesis para optar al grado de Magíster en Estudios Cognitivos / La capacidad de relacionar lo lingüístico con lo extralingüístico ha sido denominada, por Gombert (1992), como conciencia metapragmática. Como esta conciencia implica el procesamiento de la información contextual durante el proceso lingüístico se puede establecer una relación entre esta capacidad y la memoria operativa (Crespo y Alvarado 2010). Así, se podría suponer que los sujetos con desarrollo atípico tienen afectada la conciencia metapragmática debido a su vinculación con las tareas ejecutivas de la memoria operativa. El siguiente trabajo busca indagar sobre las investigaciones que estudian la conciencia metapragmática en sujetos con Asperger, debido a su desarrollo cognitivo atípico. De esta manera, se realizará una revisión sistemática, revisión de bibliografía de evidencias ya entregadas en relación a un tema específico, de los trabajos que relacionan esta habilidad con personas que hayan sido diagnosticadas con síndrome Asperger.

[pt] A literatura da área da saúde tem apontado, entre as características centrais de portadores da Síndrome de Asperger, problemas gerais relativos à interação e à comunicação, embora, ao mesmo tempo, também coloquem que não são observados problemas em relação ao uso da língua. Nesta dissertação procuramos tratar dessas questões, analisando a fala em interação de um paciente portador da Síndrome de Asperger com sua fonoaudióloga. Para tanto observamos tanto aspectos da dinâmica interacional, quanto a presença de mecanismos utilizados na referência a eventos e experiências passadas, ou seja, recursos usados na construção de relatos. Utilizando como fundamentação teórica a perspectiva da Sociolingüística Interacional e o modelo laboviano para construção de narrativas, as interações analisadas foram gravadas e transcritas. Com base nesses dados, em relação à dinâmica conversacional, pudemos observar que o paciente em questão demonstra conhecer os mecanismos da dinâmica conversacional, tais como turnos e tópicos, mas não os utiliza de maneira adequada em todas as suas falas. Em relação à produção de relatos, observamos que o paciente, apesar de utilizar-se de alguns elementos labovianos para a construção das narrativas, apresenta inadequações na organização de suas falas narrativas. / [en] Healthcare literature has described communication and interaction impairments as a central symptoms of the Asperger´s Syndrome. It points out, however, that problems in relation to the use of language have not been observed. In this dissertation, we approach this question through the analysis of the talk of an Asperger´s Syndrome patient in interaction with his speech pathologist. We study different aspects of interactional dynamics, as well as the use of strategies to referer to past events and experiences, i.e., resources used in the construction of narratives. Having as theoretical ground the interactional sociolinguistic perspective and the labovian model for the contruction of narratives, we recorded and transcribed therapeutic sessions. Based in this data, we observed, regarding conversational dynamics, that the patient provides evidence that he is able to take turns and present topics, but does not use them properly every time. As to the construction of narratives, we observed that the patient, although presenting narrative elements, does not adequately organize his narratives.

The aim of this study was to explore and describe the components required to build a therapeutic relationship with children diagnosed with Asperger Syndrome. Through this study therapists and other professionals working with these children could be guided to form functioning and healthy therapeutic relationships with children diagnosed with AS. An inductive, qualitative method was used to gain insight into the components required to build a therapeutic relationship with children diagnosed with AS by exploring the opinions and experiences of a selection of therapists from different therapeutic contexts that work with children diagnosed with AS. Six participants working with children diagnosed with AS at schools for children with learning difficulties, Autism and AS or therapists who form part of the referral teams of these schools in the Nelson Mandela Metropolitan took part in the study. Participants consisted of Occupational therapists, Speech therapists, Counselling Psychologists and Clinical Psychologists. The researcher used semi-structured interviews to explore and describe the opinions of the participants on the components required to build a therapeutic relationship with children diagnosed with AS. The results of this study indicated that building a therapeutic relationship with a child diagnosed with AS requires multiple components and a holistic outlook. Preparation in the form of research and being knowledgeable on the AS diagnosis, as well as obtaining thorough background information on the specific child was found to be fundamental. An awareness on the part of therapists and other professionals regarding child-related aspects such as co-morbid disorders; sensory considerations; therapeutic environment; coping with change; obsessions and dependence on the therapist was found to be of value. Other fundamental components that seem to be a requirement for building a therapeutic relationship with children diagnosed with AS were the therapist characteristics: body language and attitude. Therapeutic considerations, such as the importance of setting boundaries and remaining consistent, as well as the teaching aspect involved in building a therapeutic relationship became evident. Furthermore, the education of parents, siblings and other family members, as well as the importance of having fun while building a therapeutic relationship were recognized as important components. Teamwork was another crucial component identified which included parental and / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to explore and describe the components required to build a therapeutic relationship with children diagnosed with Asperger Syndrome. Through this study therapists and other professionals working with these children could be guided to form functioning and healthy therapeutic relationships with children diagnosed with AS. An inductive, qualitative method was used to gain insight into the components required to build a therapeutic relationship with children diagnosed with AS by exploring the opinions and experiences of a selection of therapists from different therapeutic contexts that work with children diagnosed with AS. Six participants working with children diagnosed with AS at schools for children with learning difficulties, Autism and AS or therapists who form part of the referral teams of these schools in the Nelson Mandela Metropolitan took part in the study. Participants consisted of Occupational therapists, Speech therapists, Counselling Psychologists and Clinical Psychologists. The researcher used semi-structured interviews to explore and describe the opinions of the participants on the components required to build a therapeutic relationship with children diagnosed with AS. The results of this study indicated that building a therapeutic relationship with a child diagnosed with AS requires multiple components and a holistic outlook. Preparation in the form of research and being knowledgeable on the AS diagnosis, as well as obtaining thorough background information on the specific child was found to be fundamental. An awareness on the part of therapists and other professionals regarding child-related aspects such as co-morbid disorders; sensory considerations; therapeutic environment; coping with change; obsessions and dependence on the therapist was found to be of value. Other fundamental components that seem to be a requirement for building a therapeutic relationship with children diagnosed with AS were the therapist characteristics: body language and attitude. Therapeutic considerations, such as the importance of setting boundaries and remaining consistent, as well as the teaching aspect involved in building a therapeutic relationship became evident. Furthermore, the education of parents, siblings and other family members, as well as the importance of having fun while building a therapeutic relationship were recognized as important components. Teamwork was another crucial component identified which included parental and / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Syftet med denna studie är att undersöka vilka framgångsfaktorerna och förutsättningarna är för att kunna undervisa elever med neuropsykiatriska funktionsnedsättningar. Frågeställningarna var: Vilken kompetens inom området neuropsykiatri anser lärarna att det finns i skolan? Vilka anpassningar anser de intervjuade lärarna behövs för att inkludering ska kunna fungera? Vilket stöd anser lärarna att de behöver för att lyckas med inkludering av barn med neuropsykiatriska funktionsnedsättningar? På vilket sätt kan undervisningsmiljön för barn med neuropsykiatriska funktionsnedsättningar skilja sig åt i de undersökta skolorna? I studien användes kvalitativ metod i form av intervjuer med olika pedagoger. Genom att besöka flera olika skolor i olika kommuner hoppades jag kunna se likheter och/eller skillnader vad gällde undervisningssätt och förutsättningar att inkludera elever med NPF (neuropsykiatriska funktionsnedsättningar). Resultatet visade att samtliga pedagoger var överens om att struktur var viktigt för alla elever och särskilt för elever med NPF. De ansåg att det var av stor vikt att läraren kom väl förberedd till lektionerna och förmedlade tydligt hur dagen skulle komma att se ut för eleverna. De intervjuade pedagogerna hade den inställningen att inkludering var eftersträvansvärt men att det krävdes kunskap och resurser för att lyckas.