This diploma thesis deals with the issues of a family of a newborn with a developmental risk. The theoretic part deals with the most common problems endangering the healthy development of a newborn, also with family and the process of coping with the crisis. Further on, it deals with possibilities of family support during their stay in hospital and also after the baby has been discharged into home care, using the support of non-health care groups. The objective of the diploma thesis was to detect possibilities of psycho-social support for the family of a newborn with a developmental risk. The thesis answers questions of, how parents feel in this situation after the birth of their child, during its stay in hospital and subsequently after the discharge into home care, what kind of support services they use to help them manage this period. Further on it deals with questions of whether the information of support options is sufficient and whether this support system works from the parent?s perspective.This diploma thesis was processed on a basis of qualitative survey results. The questioning method of half-format with parents was used and the method of document summary analysis. The investigated samples were parents of ten children treated in The Developmental Care Unit of Neonatology ward in the hospital of České Budějovice a.s. During the hospitalization of the child, it is important, that the medical team communicates openly, gives well timed and clear information and allows direct involvement in the child care. The outcome of this investigation points out the important role of the partner, family and friends as the main source of support. Also sharing feelings and needs with other parents is rand as a considerable source of support. However, the mothers especially, miss this sharing opportunity after their baby has been discharged into home care. Another interesting outcome is the absence of a psychologist, who specializes in newborn matters as an important source of support for parents. The survey shows, how important the psychosocial support is for parents, not just during hospitalization, but also after the discharge of their baby. Whereas they feel that the healthcare service is adequate, they especially miss the psychosocial support after the discharge from hospital. This is especially true of families of babies with developmental risk, without any serious health problem. Listed subjects could be used by professionals dealing with care of newborn with developmental risk, who provide complex care for families of the children with perinatal condition. Therefore, specialized psychological help should be an evident part of the care provided. The hypothesis were determined on the basis of qualitative survey results, which could be verified by further investigation:Hypothesis 1: For mothers of a newborn with developmental risk it is important to get help in the framework of supporting parental groups.Hypothesis 2: After the discharge of their child into home care, parents would appreciate psychosocial support in the framework of outpatient service.

Made available in DSpace on 2016-06-02T19:46:25Z (GMT). No. of bitstreams: 1 5297.pdf: 1783118 bytes, checksum: 21aaf05842ace5cb3e8b8c1a79f1ef16 (MD5) Previous issue date: 2013-03-20 / Financiadora de Estudos e Projetos / Exclusion responding has been investigated as the immediate choice for unknown comparison stimuli (picture or object) facing a model stimulus also unknown. For Behavior Analysis, it is one of the processes by which children learn to relate new words to new objects or new events. This process has been extensively investigated under experimental conditions and is usually based on studies made by the teaching of "conditional discrimination" with the technique of matching to sample. Considering the advances in literature, the present study aimed to investigate exclusion responding in infants aged between 13 and 20 months, with indicators of difficulties in language acquisition. Data collection began by teaching familiar conditional relations in base lines, using familiar stimuli. After the establishment of such relations, tests of exclusion, control and learning with familiar insertion using objects intercalated between the base lines were conducted. The results demonstrated the repeatability of the procedure, seen in previous studies, through which the population of young children respond by exclusion and some show, after being exposed to more than one attempt, they learn to relate word-object. Control probes showed that all babies responded under control of the topography of selection and rejection in different attempts. Two participants demonstrated control only by selection in all attempts. The procedure was terminated either if the baby hit the learning probe or after a maximum of two sessions with five attempts. One can assume that this study brings an important variable - the investigation of the control of responding by exclusion, with babies from this age group - using the "teaching notebook" as storage apparatus, in hopes to bring about a more natural environment for the child, in order to not to cause "strangeness" to the little ones, besides all methodological difficulties that audience brings. In the present study, emphasis was given to the teaching procedures of exclusion responding to babies at developmental risk, younger than populations previously studied, in order that studies with small children in the language acquisition phase can contribute to the proposition of further studies for the improvement of language teaching procedures. / O responder por exclusão tem sido estudado como a escolha imediata de estímulo comparação desconhecido (figura ou objeto) diante de um estímulo modelo também desconhecido. Para a Análise do Comportamento, é um dos processos pelos quais as crianças aprendem a relacionar palavras novas a novos objetos ou a novos eventos. Tal processo tem sido extensamente investigado em situação experimental e está baseado em estudos geralmente realizados por meio do ensino de discriminações condicionais com a técnica de MTS. O presente estudo teve como objetivo investigar o responder por exclusão em bebês, com idade entre 13 e 20 meses, com indicadores de dificuldades de aquisição de vocabulário. Participaram da pesquisa seis bebês, três meninos e três meninas. A coleta de dados foi realizada em uma creche filantrópica de São Carlos, SP. O procedimento se iniciou pelo ensino de relações condicionais auditivo-visuais em linhas de base, empregando estímulos familiares e, após o estabelecimento dessas relações, foram realizados testes de exclusão, aprendizagem, e posteriormente ensino de relações condicionais auditivo-visuais com a inserção da máscara . Porém, com os mesmos estímulos familiares já empregados, testes de exclusão com máscara, sondas controle e aprendizagem. Os resultados demonstraram a replicabilidade desse processo, visto em estudos anteriores, em que a população de crianças pequenas responde por exclusão e algumas demonstram, depois de expostas a mais de uma tentativa, que aprendem a relacionar palavras-objetos. As sondas controle mostraram que todos os bebês responderam sob controle da topografia de seleção e de rejeição em tentativas diferentes. Dois participantes demonstraram controle somente por seleção em todas as tentativas. O procedimento era finalizado caso o bebê acertasse a sonda aprendizagem ou após no máximo duas sessões com cinco tentativas. Pode-se supor que esse estudo traz uma variável importante a investigação do controle do responder por exclusão, com os bebês na faixa etária tratada utilizando-se do aparato caderno de ensino , no qual eram colocados os objetivos tridimensionais, na expectativa de trazer o ambiente mais natural à criança para não causar um estranhamento aos pequenos, além de toda a dificuldade metodológica que essa população em desenvolvimento traz. No presente estudo, a ênfase foi dada aos procedimentos de ensino do responder por exclusão para bebês com risco para o desenvolvimento, mais novos do que em estudos anteriores com o mesmo processo, tendo em vista que os estudos com crianças pequenas, em fase de aquisição da linguagem, podem contribuir para a proposição de estudos de aperfeiçoamento dos procedimentos de ensino da linguagem.