Submitted by admin tede (tede@pucgoias.edu.br) on 2017-09-13T17:59:25Z No. of bitstreams: 1 Thaís Nascimento Oliveira.pdf: 5874781 bytes, checksum: aa36204e5a94aaba2cae9dcccd369ce2 (MD5) / Made available in DSpace on 2017-09-13T17:59:25Z (GMT). No. of bitstreams: 1 Thaís Nascimento Oliveira.pdf: 5874781 bytes, checksum: aa36204e5a94aaba2cae9dcccd369ce2 (MD5) Previous issue date: 2016-10-26 / It is known that students with Down Syndrome requires a differentiated stimulation for the effectiveness of their learning. When considering the educational process of people with Down Syndrome in the Brazilian context, there are few data on literacy levels achieved by them, especially when mediated by digital media. The aim of this study is to compare, through the application of standardized tests, the quantitative results in non-verbal intelligence processes, prior repertoire of reading skills and reading itself, of people with Down Syndrome included in a program that the literacy process is mediated by digital media. Were used as instruments the tests: IAR, PROLEC and R1 / R2, applied at the beginning and after six months of student participation in this program.To measure results, the normality standards of the tests were not emphasized, but the data of the group itself at the beginning and at the end of the process.This research is characterized by being a restricted population study, with the participation of thirty-five students with Down Syndrome, of both sexes and aged between nine and forty-seven years old. Statistical analysis was performed using parametric and non-parametric tests. The results showed that after six months the subjects showed an improvement in the acquisition of auditory discrimination and visual discrimination, which help in increasing the capacity of association by the perception of information from the external environment and the individual. Beyond that, showed an increase in the recognition of same and different structures, that extend the distinction of visual aids enabling more prior skills for reading and writing, and a greater understanding of the instructions issued by others. However, the results also showed that non-verbal intelligence did not change significantly statistically. At the end, it was seen that the intervention of the inclusion program for digitas media of people with Down Syndrome (IMDSD) did not generated the full literacy through the semestral plans, but contributed to the evolution of some fundamental prerequisites that allow the acquisition of reading and writing. / Sabe-se que os estudantes com a síndrome de Down necessitam de uma estimulação diferenciada para a efetivação de sua aprendizagem. Quando se considera o processo educativo das pessoas com síndrome de Down no contexto brasileiro, há poucos dados sobre os níveis de alfabetização atingidos por eles, principalmente quando mediados pela mídia digital. O objetivo desse estudo é comparar, por meio da aplicação de testes padronizados, os resultados quantitativos nos processos de inteligência não-verbal, repertório prévio de habilidades de leitura e leitura propriamente dita, de pessoas com Síndrome de Down incluídas por intermédio de um programa que se vale da mediação pelas mídias digitais. Para tanto, foram utilizados como instrumentos os testes: IAR, PROLEC e R1 / R2, aplicados no início e após seis meses da participação dos alunos nesse programa. Para aferição dos resultados, os padrões de normalidade dos testes não foram enfatizados, e sim os dados do próprio grupo antes e ao final do processo. Esta pesquisa caracteriza-se por ser um estudo de população restrita, com a participação de trinta e cinco alunos com Síndrome de Down, de ambos os sexos, com faixa etária entre nove e quarenta e sete anos. A análise estatística foi realizada por meio de testes paramétricos e não paramétricos. Os resultados revelaram que após seis meses os indivíduos apresentaram uma melhora na aquisição da discriminação auditiva e da discriminação visual, que auxiliam na ampliação da capacidade de associação pela percepção de informações do meio externo e do próprio indivíduo. Bem como, apresentaram uma elevação do reconhecimento das estruturas iguais e diferentes, que amplia a distinção dos suportes visuais possibilitando mais habilidades prévias para a leitura e escrita, e uma maior compreensão das instruções emitidas por outras pessoas. Contudo, os resultados demonstraram também que a inteligência não-verbal não sofreu alterações significativas estatisticamente. Ao final pode-se constatar que a intervenção do programa de inclusão por mídias digitas de pessoas com Síndrome de Down (IMDSD) não gerou uma obtenção da alfabetização integral através dos planos semestrais, porém potencializou com a evolução de alguns pré-requisitos fundamentais para propiciar à aquisição da leitura e escrita.

Made available in DSpace on 2016-04-28T20:38:45Z (GMT). No. of bitstreams: 1 Maria Fernanda Pereira Gurian.pdf: 2122627 bytes, checksum: 4558f231d72074e7d260c1646e5b3075 (MD5) Previous issue date: 2013-10-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Focusing on maternal perspective, this paper aims to reflect through psychoanalytic theory some conflicts that involve a woman meeting her son with Down Syndrome. A son for being so different from the idealized can cross the maternal psyche, producing unimaginable effects and totally unique. The paper looks at Sandra s story for she has a son with Down syndrome. Using the interview as a method in psychoanalysis Sandra reported her experience conveying in her speech conscious and unconscious contents, which were essential, not only for a later link with the theory, but for further reflection on this difficult encounter. From her speech, the theoretical research was constructed and articulated with the case, in other words, from a singular story it was possible to capture plural issues that can be seen in other women and other meetings. The theoretical study was based on psychoanalysis developed by Freud and the contributions from Piera Aulagnier, as well as some of its interpreters. The desire to have children in women is the result of a long and complex process that culminates in the psychic constitution of femininity and it is settled after the dissolution of the Oedipal complex and the assumption of symbolic castration. Such process brings about narcissistic and imaginary expectations whose effect on that woman in the idealization of her son. Even in small traces a child will never match this mother idealization, but, in the case of a baby with Down syndrome, this perception is even more concrete as the phenotypic characteristics, shortcomings and impossibilities that the syndrome carries open up the difference in her child. So after the baby is born, the mother faces a strange body, distinct from that one expected during her pregnancy. The difference in the child's body might produce a concussion in the woman s narcissistic illusion whose baby would answer her unconscious ambitions, therefore maternal castration is highlighted by the void that is opened. This encounter might cause discomfort and anguish in the mother as the stranger disturbs and frightens. This narcissistic injury, in some cases, can trigger a trauma of encounter , as the mother might not anchor the psychic representative created and invested during her pregnancy on to the body of her baby, hindering the libidinal investment. The elaboration of such encounter will depend on the psychic mechanisms of each woman subjective constitution and her resources to go through this mourning / psicanalítica alguns conflitos que envolvem o encontro de uma mulher e seu filho com Síndrome de Down. Um filho que por ser tão distinto do idealizado pode atravessar o psiquismo materno, produzindo efeitos inimagináveis e totalmente singulares. O trabalho parte do relato de Sandra, que tem um filho com síndrome de Down. Utilizando como método a entrevista em psicanálise, Sandra relatou sua experiência trazendo em seu discurso conteúdos conscientes e inconscientes, que foram fundamentais, não só para uma posterior articulação com a teoria, mas para novas reflexões sobre este difícil encontro. A partir do testemunho obtido, a pesquisa teórica foi construída e articulada ao caso, ou seja, a partir de uma história singular foi possível captar questões plurais que podem ser vistas em outras mulheres e em outros encontros. O estudo teórico foi fundamentado na psicanálise desenvolvida por Freud e nas contribuições de Piera Aulagnier, assim como alguns de seus intérpretes. O desejo de ter filhos na mulher é resultante de um longo e complexo processo de constituição psíquica que culmina na feminilidade e estabelece-se após a dissolução edípica e a assunção da castração simbólica. Neste desejo se depositam expectativas narcísicas e imaginárias desta mulher, que idealiza este filho. Mesmo em pequenos traços um filho nunca corresponderá a estas idealizações maternas, mas que no caso de um bebê com síndrome de Down, esta percepção fica ainda mais concreta vez que as características fenotípicas, as deficiências e as impossibilidades que a síndrome carrega, escancaram a criança em sua diferença. Assim, após o nascimento do bebê, a mãe se encontra com um corpo estranho, distinto do que imaginou na gestação. A diferença no corpo do filho pode produzir um abalo na ilusão narcísica de que ele responderia as ambições inconscientes desta mulher e assim se evidencia a castração materna frente ao vazio que se abre. Esse encontro com o bebê pode causar angústia e um mal estar na mãe, visto que o estranho perturba e apavora. Esta ferida narcísica, em alguns casos, pode desencadear um traumatismo do encontro , visto que a mãe pode não ancorar o representante psíquico criado e investido na gestação sobre o corpo real do bebê, dificultando o investimento libidinal a esta criança. A elaboração deste encontro vai depender dos mecanismos psíquicos de cada mulher e dos recursos que encontra para elaborar este luto

Os objetivos da presente pesquisa foram: elaborar, implementar e avaliar um Programa de Orientação (PO) para grupo de pais de bebês com Síndrome de Down (SD). Tal programa foi elaborado a partir de um levantamento de necessidade das famílias. Participaram do estudo dois grupos de pais: Estudo I (três famílias) e Estudo II (cinco família), com crianças com SD e idades entre um mês e quinze meses. Utilizou-se um Roteiro de Entrevista SemiEstruturado e Entrevistas de Avaliação do PO. O programa do Estudo II foi aperfeiçoado em relação ao do Estudo I nos aspectos formais e quanto ao conteúdo, visando atender mais adequadamente às necessidades dos pais. Foram implementadas 10 sessões (Estudo I) e 13 sessões (Estudo II) audiogravadas, de 90 a 120 minutos, realizadas semanalmente numa escola da cidade de São Carlos, SP, nas quais se discutiram o desenvolvimento na primeira infância, as dificuldades da família para lidar com a criança deficiente, suas angústias e depressão, o que é SD e quais suas implicações para o desenvolvimento da criança. Os resultados das análises qualitativas das sessões de grupo evidenciaram que os pais precisam se reorganizar, após o nascimento do bebê com problemas. Eles, sozinhos, não conseguiram transformar os sentimentos de tristeza, frustração em relação ao filho deficiente. Todas as famílias apresentaram alto grau de estresse, principalmente no primeiro ano de vida da criança. As análises mostraram, ainda, que à medida em que elas iam aprendendo sobre o desenvolvimento da criança, as formas de cuidá-la, ocorria a percepção de que o filho estava evoluindo, atingindo os marcos do desenvolvimento e o estresse parental também ia diminuindo. Relataram a necessidade de terem suporte de um profissional especializado logo após o nascimento do bebê. Os resultados da avaliação dos pais sobre o programa de orientação mostraram que este foi eficaz, na medida em que abordou as necessidades apresentadas por eles, e foi importante para eles obter informações sobre o desenvolvimento natural da criança, pois isso lhes forneceu subsídios para agir e tomar decisões quanto à sua socialização. O espaço criado para as discussões em grupo possibilitou a troca de experiências quanto ao cuidado da criança e permitiu que as famílias falassem de suas angústias e expectativas. Este modelo de intervenção procurou mostrar aos pais a importância de sua participação ativa no processo de desenvolvimento da criança, dando-lhes suporte informativo e emocional. / The objectives of the present research were: to elaborate, apply, and evaluate an Orientation Program (OP) for a group of parents with Down\'s Syndrome (DS) babies. An initial study of daily living conditions and special needs of such families was conducted, and used as a basis for creating and implementing a series of orientation sessions for parents in order to provide emotional support and general information concerning development of their child during infancy. The sample was composed of two groups of parents: Study I (three families) and Study II (five families) with Down Syndrome (DS) children of from one to fifteen months. A Semi-Structured Interview was used as was an evaluation protocol to determine the effectiveness of these sessions (OP). Study II was the result of improving structure and content of Study I so as to meet the parents needs more effectively. Initially, ten sessions were held in a school in São Carlos, SP. ( Study I); thirteen sessions ( Study II) of from 90 to 120 minutes were then audiotaped weekly. Group sessions covered early childhood development, addressing issues raised by the parents concerning difficulties experienced in dealing with a developmentally delayed child, answering questions concerning these delays, and advising them about what to expect in terms of developmental progress. In addition, opportunities were offered for participants to share their worries and any feelings of anguish or depression. Qualitative analyses of the group sessions showed a parental need for regrouping following birth of a problematic baby and, particulary, for finding the necessary assistence in coping emotionally with their situation. All the families were shown to have experiencied a high stress degree, mainly in the first year. The analyses show, though, that as learning about child development and ways of caring continued, parental capacity to perceive the milestones in their child\'s evolution sharpened, there bye decreasing parental stress. The parents expressed need for professional support soon after the baby\'s birth. The results of parental evaluation of the program showed its effectiveness. Our findings highlight the importance of responding to parental need for information concerning their child\'s early development, addressing the painful emotional reactions experienced day-to-day coping, and discussing the relationships of immediate family members with the DS baby. The orientation sessions provide a means for these parents to understand the difficulties faced and plan more effective strategies for socializing their developmentally delayed child. Group discussions facilitated exchange of experiences in caring for the children and provided a space for the families to express their anguishes and discuss expectations. This intervention model aimed to show the parents the importance of their active participation in the child\'s development process by providing them with both information and emotional support

Introdução: A escola inclusiva é um fator positivo para o desenvolvimento social e acadêmico, ampliando o contato da criança com Síndrome de Down (SD) com outras crianças de desenvolvimento típico (DT), na mesma faixa etária. Objetivo: Esta pesquisa tem o objetivo de identificar, categorizar e analisar os comportamentos apresentados por crianças SD inseridas no ensino público na cidade de Ribeirão Preto. Objetivos específicos: identificar comportamentos frequentemente apresentados por crianças SD e seus pares com DT inseridos em ambientes específicos da educação infantil, categorizando-os como unidades de análise; verificar se há diferenças na frequência dos comportamentos de acordo com grupo de análise de crianças SD e DT; verificar se há diferenças na frequência dos comportamentos entre crianças SD e DT nos diferentes ambientes da escola. Método: Participaram 14 crianças com idade entre 4 a 6 anos, sendo 7 DT e 7 SD, seguindo todos os rigores de pesquisas com seres humanos. Cada criança foi filmada aproximadamente 180 minutos, em média 45 minutos em cada ambiente (sala de aula, parque, refeitório, brinquedos em sala). Análise dos vídeos identificou os comportamentos frequentes apresentados por crianças SD e DT inseridas nos ambientes supracitados, categorizando 14 unidades de análise. Análise dos resultados utilizou o teste Mann-Whitney, e a confiabilidade Inter examinadores Kappa de Cohen. Resultados: As crianças SD apresentam valores semelhantes às crianças DT demonstrando que os comportamentos categorizados estiveram presentes em 90% das filmagens, porém apresentando variação de frequência entre os grupos, com diferenças evidentes intergrupos em 8 categorias, com maior frequência nas categorias 5, 7, 8 e 11 para o grupo SD e 1, 2, 4 e 12 para o grupo DT. No ambiente brinquedos em sala houve diferença evidente intergrupos em 8 categorias, com o grupo DT apresentando maior frequência nas categorias 1, 2, 6, e 12, e o grupo SD nas categorias 5, 7, 8 e 11. No ambiente parque houve diferença evidente intergrupos em 7 categorias, com maior frequência no grupo DT nas categorias 1 e 12, e maior frequência no grupo SD nas categorias 5, 7, 8, 10 e 11. No refeitório houve diferença evidente intergrupos em 5 categorias, com grupo DT apresentando maior frequência nas categorias 1 e 12, e o grupo SD nas categorias 5, 7, e 8. Na sala de aula houve diferença evidente intergrupos em 9 categorias, sendo que o grupo DT apresentou maior frequência nas categorias 1, 2, 4, e 12, e o grupo SD nas categorias 5, 7, 8, 10 e 11. A concordância entre avaliadores variou de excelente a leve, predominando concordância moderada. Discussão: Conclui-se que crianças SD desempenham comportamentos similares às crianças DT, quando inseridas nos ambientes da educação infantil, porém, a frequência destes comportamentos diferencia-se. As crianças SD apresentem comportamentos similares às crianças DT relacionados aos aspectos cognitivos, embora apresentem frequência menor nos comportamentos facilitadores e maior nos comportamentos inibidores do processo de aprendizagem. Assim reafirma-se que a inclusão de crianças SD possibilita a elas conviverem, interagirem, trocarem, aprenderem, brincarem e serem felizes, embora de forma diferente / Background: Inclusive school is a positive factor for social and academic development, increasing the contact of children with Down Syndrome (DS) with other children of typical development (TD), in the same age group. Aims: The aims of this research are to identify, categorize and analyze the behaviors presented by DS children enrolled in public education in the city of Ribeirão Preto. Specific aims: to identify behaviors frequently performed by DS children and their pairs with TD inserted in specific environments of the children\'s education, categorizing them as units of analysis; to verify if there are differences in the frequency of the behaviors according to the group of analysis of children DS and TD; to verify if there are differences in the frequency of the behaviors between children DS and TD in the different environments of the school. METHODS: Participants were 14 children aged 4 to 6 years old, being 7 TD and 7 DS, following all the rigors of human research. Each child was filmed approximately 180 minutes, on average 45 minutes in each environment (classroom, park, cafeteria, and toys in a room). Analysis of the videos identified the various behaviors presented by children SD and DT inserted in the environments as mentioned above, categorizing 14 units of analysis. Analysis of the results utilized the Mann-Whitney test and Cohen\'s reliability Kappa inter examiners. Results: DS children presented values similar to TD children, showing that categorized behaviors were present in 90% of the films, but showed frequency variation between groups, with evident intergroup differences in 8 categories, with higher frequency in categories 5, 7, 8 and 11 for the SD group and 1, 2, 4 and 12 for the TD group. In the toy room environment, there was an evident intergroup difference in 8 categories, with DT group presenting higher frequency in categories 1, 2, 6, and 12, and the SD group in categories 5, 7, 8 and 11. In the park environment there was difference Evident in intergroup in 7 categories, more frequently in the DT group in categories 1 and 12, and higher frequency in the SD group in categories 5, 7, 8, 10 and 11. In the cafeteria, there was an evident intergroup difference in 5 categories, with DT group presenting higher frequency in categories 1 and 12, and the SD group in categories 5, 7 and 8. In the classroom, there was an evident difference between groups in 9 categories, with DT being more frequent in categories 1, 2, 4, and 12, and the SD group in categories 5, 7, 8, 10 and 11. The agreement among the evaluators ranged from excellent to light, with moderate agreement predominating. Discussion: It is concluded that SD children perform similar behaviors to DT children, when inserted in the environments of early childhood education; however, the frequency of these behaviors differs. SD children exhibit behaviors similar to DT children related to cognitive aspects, although they present a lower frequency in the facilitating behaviors and greater in the inhibiting behaviors of the learning process. Thus, it is reaffirmed that the inclusion of SD children enables them to live, interact, exchange, learn, play and be happy, albeit in a different way

De acordo com a Epistemologia Genética, a linguagem possui relação direta com a construção do conhecimento. Tal relação é claramente observada a partir da constituição da representação, que permite ao indivíduo expressar seu pensamento por meio da linguagem oral. O objetivo da presente tese foi caracterizar o processo de constituição da representação pela criança com síndrome de Down (SD), investigando também a relação entre o uso de gestos e a emergência da linguagem oral. Dez crianças com SD e 15 crianças com desenvolvimento típico (DT) foram submetidas a sessões mensais de observação do desenvolvimento cognitivo e da linguagem expressiva, de acordo com o Protocolo para Observação do Desenvolvimento Cognitivo e da Linguagem Expressiva - versão revisada (PODCLE-r). As sessões foram realizadas durante o período de 10 meses, a partir da sessão em que os sujeitos estavam localizados no início da quarta fase do período sensóriomotor. Todas as sessões foram registradas em vídeo e transcritas em protocolo específico. Para melhor discussão dos dados, a pesquisa foi dividida em dois estudos. O objetivo do Estudo I foi caracterizar o processo percorrido pelas crianças com SD até chegarem à condição de representação, em comparação a crianças com DT. No Estudo II, a partir de uma análise mais detalhada desse processo, buscou-se investigar a relação entre o uso de gestos e a emergência da linguagem oral em crianças com SD em comparação a crianças com DT, equiparadas pela idade cognitiva. Os resultados revelaram que as crianças com SD apresentaram ritmo de desenvolvimento mais lento, tanto em relação ao desenvolvimento cognitivo quanto ao da linguagem expressiva. Além disso, foram observadas diferenças qualitativas entre os grupos em relação à diversidade de suas produções, com menor diversidade quanto maior a complexidade dos indicadores do desenvolvimento cognitivo e da linguagem expressiva, pelas crianças com SD. Essas crianças também apresentaram déficits mais significativos em relação à linguagem expressiva do que em relação ao desenvolvimento cognitivo, com dificuldades maiores no processo de transição das combinações de gesto e palavra para as combinações de duas palavras, especialmente em relação às combinações que envolviam somente elementos representativos. Esses achados sugerem que as crianças com SD, além de apresentarem atraso no desenvolvimento cognitivo e da linguagem expressiva, como relatado na literatura, podem apresentar dificuldades específicas no processo de desenvolvimento de ambas as áreas, as quais devem ser consideradas durante o processo terapêutico fonoaudiológico, de forma a favorecer sua maior efetividade. / According to the Genetic Epistemology, language development is directly related to cognitive construction. Such relationship is clearly observed after the constitution of representation that allows one individual to express his or her thinking through oral language. The aim of the present thesis was to characterize the process of constitution of representation in children with Down syndrome (DS), as well as to investigate the relationship between gestures and the emergence of oral language. Ten children with DS and 15 typically developing (TD) children underwent monthly evaluations, in which cognition and expressive language were observed according to the Protocol for Expressive Language and Cognition Development Observation - revised version (PELCDO-r). The observation sessions were carried out during a 10- month period, starting from the session that subjects were placed at the beginning of the fourth phase of sensorimotor period. All sessions were recorded in video and data were transcribed in a specific protocol. In order to better discuss the results, this research was divided into two studies. The aim of Study I was to characterize the process followed by the children with DS until the constitution of the capacity of representation, in comparison to TD children. In Study II, for a more detailed analysis of this process, it was aimed to investigate the relationship between gestures and the emergence of oral language in children with DS in comparison to TD children, matched for mental age. Results revealed that children with DS presented slower rhythm of development regarding both cognition and expressive language. Besides that, qualitative differences were found between groups concerning the diversity of their productions. Diversity decreased as the complexity of expressive language and cognition development indicators increased for children with DS. These children also presented greater deficits on expressive language than on cognitive development, presenting more significant difficulties in the transitioning process from gesture-word combinations to two-word combinations, especially with regards to combinations involving only representational elements. These findings suggest that children with DS, besides presenting delays on expressive language and cognitive development, as reported in literature, may present specific difficulties in the development process of both areas, which must be considered during the speech-language therapeutic process, in order to enhance its effectiveness.

This study compared the relationships among respite care, uplifts, stress, and marital quality across two different groups of caregivers' 102 heterosexual married couples with children with autism spectrum disorder (ASD) and 111 heterosexual married couples with children with Down syndrome (DS). This study also investigated if the effect of respite care on stress and marital quality varied as a function of the amount of uplifts these caregivers experienced. Participants completed self-report surveys. Three two-group Actor Partner Interdependence Models were estimated to calculate the direct, indirect, and partner-effects among these variables. Respite care was not related to stress for either groups of parents, but it was positively associated with husband and wife marital quality for parents of children with ASD. Uplifts were negatively associated with stress and positively associated with marital quality for both husbands and wives with children with ASD, but only for wives with children with DS. Furthermore, when husbands and wives with children with ASD reported more weekly respite hours and daily uplifts, wives tended to report more daily stress. However, as husbands and wives reported less weekly respite care and more daily uplifts, wives tended to report less daily stress. Implications for these findings are discussed.

Parents of a child with a disability are at greater risk than other couples for having higher stress, adjustment difficulties, and lower marital quality. Respite care has been shown to reduce stress in parents of children with disabilities. This study focused on parents who have a child with Down syndrome and their reported marital quality and respite care received. One hundred and twelve couples, each consisting of a mother and a father who lived with their child with Down syndrome, completed questionnaires including the Revised Dyadic Adjustment Scale, Experience in Close Relationships Questionnaire, Daily Hassles and Uplifts Scale, and a respite questionnaire. Results were mixed. Respite care did not predict marital quality for either wives or husbands. However, respite hours was related to wife stress, which was in turn related to wife marital quality. Respite hours was also related to husband stress, which was related to husband marital quality. In addition, wife uplifts was directly related to wife marital quality and to husband marital quality. Husband uplifts was related to husband marital quality. While not directly predicting marital quality, respite care was indirectly related to increases in marital quality through stress. Therefore, it is important that respite care be accessible and provided to parents who have a child with Down syndrome. Recommendations for policy makers and researchers are offered.

Cette étude se propose de créer un outil de mesure de l'attachement, sur la base d'une complétion d'histoires à partir d'un support photographique : le CHEAP (Complétions d'Histoires pour Évaluation de l'Attachement avec Photos). Ce test, adapté aux personnes porteuses de déficience intellectuelle, requiert peu de capacités d'abstraction et sa durée de passation est courte. Un modèle de réponse à l'item (PCM ; Wright & Masters, 1982) a de plus permis d'obtenir une procédure de cotation simple d'utilisation et rapide. Cet instrument possède également de bonnes propriétés sychométriques. Dans un deuxième temps, le CHEAP a permis de conclure que les adolescents porteurs de Trisomie 21(N=26) et les enfants contrôles (N=27) présenteraient des représentations d'attachement moins sécures que les adolescents témoins (N=64). Par ailleurs, l'étude a permis de mettre en évidence que les adolescents porteurs de T21 ontdavantage de difficultés aux épreuves d'efficience intellectuelle et de vocabulaire et que le nombre de comportements difficiles rapporté par leurs parents est plus élevé que pour les autres groupes (N=96 pour les mères, N=61 pour les pères, pour les trois groupes réunis). En revanche leurs parents ressentent autant d'émotions positives envers leurenfant que ceux des autres groupes, ne sont pas plus stressés que les parents d'adolescents contrôles et présentent les mêmes patterns d'attachement que dans les autres groupes. Ensuite, une analyse de la covariance a montré qu'un des facteurs impliqué dans l'insécurité d'attachement est l'efficience intellectuelle. D'autre part, plus la séparation d'avec les parents à la naissance a été longue, plus grande est la sécurité d'attachement, ce qui témoigne d'une certaine forme de résilience. Finalement, le Reaction to Diagnosis Interview (Marvin & Pianta, 1996) a été utilisé pour la première fois en français lors d'entretiens avec les parents des adolescents porteurs de Trisomie 21, suite à quoi des pistes concernant l'annonce du diagnostic ont été proposées. / This study aims at creating a new tool for assessment of attachment based on a story completion task and photographs: the CHEAP (story completion for assessment of attachment with photos). This test is designed for people with intellectual disabilities, as it requires few abstraction abilities and little time. A simple and fast scoring procedure was made available with the help of an item response theory model (PCM; Wright & Masters, 1982). This instrument also showed goodpsychometric properties. As a second step, using the CHEAP led to the conclusion that teenagers living with Down dyndrome (N=26) and children from the control group (N=27) were more at risk of having insecure representations of attachment than control adolescents (N=64). This study also demonstrated that teenagers with Down Syndrome had more difficulties when they were taking intellectual ability and vocabulary tests and that the number of challenging behaviours reported by their parents was higher than in other groups (N=96 for mothers, N=61 fathers, for three groups altogether). On the other hand, their parents have as mamy positive feelings towards their children as parents of other groups, show the same level of stress as parents of control adolescents, and have the same patterns of attachment as parents from othergroups. Next, a covariance analysis was conducted: having an intellectual disability is one of the factors implicated in insecurity of attachment. Furthermore, the longer children were separated from their parents after birth, the more secure theyare later, which could be a proof of a certain resiliency. Finally, the Reaction to Diagnosis Interview (Marvin & Pianta, 1996) was proposed for the first time in the French language to parents of teenagers with Down Syndrome. This offered suggestions for possible improvements regarding announcement of the diagnosis.

Thesis (MA. (Clinical Psychology)) -- University of Limpopo, 2014 / The current study explored resilience factors among low-income African families in South Africa, caring for children with Down’s syndrome. Two studies were conducted. In study 1, qualitative data about the family was obtained through semi-structured, one-toone interviews from eight family members, seven females and one male, who described themselves as primary caregivers of the children. Data were thematically analyzed. Themes that emerged from the interviews included perceptions of impoverishment, blaming witchcraft for the ailment, the experience of emotional distress by the main caregiver, caregiver’s lack of social support and sense of isolation, frustration pertaining to the timely reception of state grants, family conflict, fathers’ rejection of Down’s syndrome children, and spirituality. The sample for study 2, the quantitative study, consisted of 36 respondents who were all primary caregivers representing families of children with Down’s syndrome. It first explored possible sources of social support for Down’s syndrome children’s families. Several sources of support were found to be helpful. Personal or children’s physicians, followed by social agencies, were found to be extremely helpful. Yet neighbours, other parents and partners’ relatives were considered not to be helpful at all. Social and parents’ groups and professionals such as therapists, teachers and social workers were perceived not to be available sources of support. Quantitative analysis then used correlation analysis to identify independent variables that can be included in a regression model to predict family satisfaction. The results of regression analysis were complex to interpret. Reframing was negatively related to family satisfaction. Both studies revealed a number of challenges confronting low-income families caring for Down’s syndrome children. Nonetheless, a replication of the findings is recommended.

Objective: Children and adolescents with Down Syndrome have demonstrated lower levels of participation in Physical Activity than their typically developing peers. Persons diagnosed with Down Syndrome are at a higher prevalence rate for many health conditions, specifically obesity. Physical Activity has proven to be very beneficial in creating and maintaining good friendships, self-esteem and is essential to maintain a healthy life. Yet children and adolescents face many challenges to participate in these environments. Therefore, this study is focusing on the environmental barriers to participation in Physical Activity. Method: A literature search on four databases namely ERIC, CINAHL, PsycINFO and PubMed alongside with a hand search on the reference lists of the relevant articles were conducted for suitable literature to be retrieved. The inclusion criteria included were studies published in English, after the year 2000 which focus on barriers to Physical Activity among children and adolescents aged 0-18. Results: Six articles from six different countries were utilized to meet the aim of the review. The identified environmental barriers were lack of transport, negative attitudes, parental responsibilities, lack of specifically designed activities and lack of opportunities. Although some results contrasted with each other, it was identified that children and adolescents with Down Syndrome have many difficulties in the environment that obstructs them from partaking in activities. Conclusions: The hindrances to Physical Activity are different depending of various cultures the child lives. It is important to identify these barriers and find ways to eradicate them by means of supportive factors. Although children and adolescents with Down Syndrome are more prone to various health conditions that possess numerous challenges, more attention should be given in consideration for future research and interventions.