Syftet med denna uppsats har varit att i en litteraturstudie ge en allmän beskrivning av Tourettes syndrom och övriga ticstillstånd, samt att granska förhållandena för barn med TS och tics i skolan och vilka förslag som i litteraturen ges på anpassad skolgång för dessa barn. Studien är en kunskapsöversikt med följande frågeställningar: Hur beskrivs Tourettes syndrom och tics i vald litteratur? Vilka problem kan ses hos barn med Tourettes syndrom och tics i skolan enligt vald litteratur? samt Vilka förslag ges i vald litteratur på anpassad skolgång eller pedagogiska insatser för barn med Tourettes syndrom eller ticsbesvär? Dessa frågeställningar har utgjort kategorier i struktureringen av materialet via meningskategorisering. Tourettes syndrom är en neuropsykiatrisk störning vars bakomliggande orsaker troligtvis är ärftlighet. Syndromet förekommer hos ungefär en halv procent av alla skolbarn som då besväras av en kombination av motoriska och vokala tics. Dessa kan ta sig uttryck som ryckningar, grimaser, blinkningar, harklingar, grymtande och skall men kan också innebära exempelvis upprepande av egna eller andras ord och fraser, tvångsmässigt uttalande av obsceniteter och socialt oacceptabla gester eller handlingar. I skolan kan barn med TS ha kognitiva problem, svårigheter att förstå och ta emot muntlig information, kontrollera impulser och ouppmärksamhet på lektioner. Retningar, mobbing, utstötning och dålig självkänsla förekommer oftare hos dessa barn jämfört med andra. I analysen används socialkonstruktionistiska och diskursanalytiska tankegångar.

The aim of this study was to examine the knowledge and the experience that school counsellors have about tics and Tourette syndrome. This study is based on a qualitative research which we conducted with semi-structured interviews. We have done five interviews with different school counsellors in a small municipality in southern Sweden. The theoretical approach that was used in this study was theory of knowledge as a comprehensive theory and professional competence which includes formal knowledge and tacit knowledge. Some of the study’s conclusions are that the School Counsellors had different professional competence about tics and Tourette syndrome. The school counsellors had received their knowledge through formal educations and work experience. School counsellors had different types of education which mean that they had different knowledge and experiences but also different approaches, methods and way to relate students with tics and Tourette syndrome in their profession. In our results, it appears that work experience and formal education often exist together. Therefore it is not possible to say which specific form of knowledge school counsellors use in a meeting with a student with tics and Tourette syndrome, and whether this could have affected the meeting.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

In hierdie studie is daar gefokus op Tourettesindroomlyers se leefwereldstigting, met spesifieke verwysing na hulle kognitiewe funksionering. Tourettesindroom is 'n neuropsigiatriese versteuring wat gewoonlik tydens die kinderjare 'n aanvang neem en wat deur motoriese en/of vokale tics gekenmerk word. Tourettesindroomlyers kan 'n verskeidenheid aanverwante versteurings manifesteer, byvoorbeeld Obsessief-kompulsiewe Versteuring, Aandaggebrekversteuring, met of sander hiperaktiwiteit, fobies en ander affektiewe afwykings. Aangesien die werklike oorsake van T ourettesindroom steeds 'n onbekende faktor is, is die behandeling van hierdie chroniese toestand nie 'n gewaarborgde sukses nie. Dit wil voorkom asof die insidensie van Tourettesindroom, wat heelwat hoer onder manlikes as vroulikes is, hoer is as wat aanvanklik vermoed is. Al ses die fasette van menswees kan deur Tourettesindroomlyers negatief beleef word. Op fisiese gebied toon navorsing verskillende abnormaliteite in die brein, byvoorbeeld by die afskeiding van die neurosenders soos dopamien en serotonien, 'n reduksie in die volume van die basale ganglia, 'n kleiner linker globus pallidus en versteurings in die frontale lobbe, die corpus callosum en die basale ganglia se senuweebane. Hulle konatiewe faset kan oorheers word deur hulle ongemotiveerdheid op kognitiewe gebied. Die normatiewe faset word dikwels weens verslawende gedrag belemmer. Die Tourettesindroomlyers se sosialisering kan swak wees weens hulle gedragsprobleme. Hierdie navorsing bevestig vorige ondersoeke wereldwyd wat toon dat depressie, slaapprobleme, angsversteurings en die onvermoe om stres te hanteer by sommige Tourettesindroomlyers kan bydra tot uitputting wat hulle kognitiewe funksionering belemmer. Tourettesindroomlyers presteer op kognitiewe gebied 6f uitstekend 6f uiters swak. Groot uiteenlopendhede word in die neuropsigologiese gedrag van Tourettesindroomlyers gemanifesteer, met 'n vermindering in hulle uitvoerende kognitiewe funksionering weens tekorte in hulle kognitiewe prosesseringsvermoens. Dit het verarmende gevolge vir hulle kognitiewe inhoud, struktuur en uiteindelik kognitiewe produkte. Algemene en spesifieke leerprobleme is die gevolg. Dit is dus te begrype dat Tourettesindroomlyers se betrokkenheid, belewing en betekenisgewing by die skoolsituasie en leerstof negatief beleef kan word. Saam met hulle vernederende simptome, fluktuasie van hulle punte en belemmerde leefwereldstigting, is die logiese gevolg ontwrigte selfbeelde. Tourettesindroomlyers benodig daadwerklike ondersteuning in hulle selfaktualisering ten einde waardevolle mensepotensiaal vir SuidAfrika te behou. / The focus of this study is the life-world formation of Tourette syndrome sufferers, with specific reference to their cognitive functioning. Tourette syndrome is a neuropsychological disorder which usually has its inception during childhood and is characterised by motor and/or vocal tics. Tourette syndrome sufferers may also exhibit a variety of related disorders, for example Obsessive Compulsive Disorder, Attention Deficit Disorder, with or without hyperactivity, phobias and various affective disorders. The cause of Tourette syndrome is still unknown, therefore treatment cannot be guaranteed to be successful. The incidence of Tcurette syndrome is higher than was initially suspected and is more prevalent among men. Tourette syndrome sufferers can negatively experience all six facets of humanity. In the physical area research indicates various abnormalities in the brain, for example the secretion of neurotransmitters, a reduction in the volume of the basal ganglia, a smaller left globus pallidus and disorders in the frontal lobes, the corpus callosum and the nerve circuitry of the basal ganglia. The conative facet may be dominated by their lack of motivation in the cognitive area. The normative facet is often hampered due to addictive behaviour. Socialisation can be poor due to behaviour problems. This research confirms previous investigations world-wide which indicated that depression, sleep and anxiety disorders and the inability to handle stress contributes to exhaustion, which impedes cognitive functioning. In the cognitive area Tourette syndrome sufferers perform either extremely well or extremely poorly. There are great discrepancies in the neuropsychological behaviour of Tourette syndrome sufferers and a reduction in their executive cognitive functioning due to shortages in their cognitive processing abilities. This has impoverishing consequences for their cognitive content, structure and eventually cognitive products resulting in general and specific learning disabilities. It is therefore understandable that Tourette syndrorne sufferers' involvement with, experiences of and attribution of meaning to the school situation and study material are negatively influenced. Add their humiliating symptoms, fluctuation of marks and hampered life-world formation and the logical result is disrupted self-images. Tourette syndrome sufferers need crucial support in their self-actualisation in order to be able to offer South Africa worthy human potential. / Psychology of Education / D. Ed.(Sielkundige Opvoedkunde)

Made available in DSpace on 2016-03-15T19:40:39Z (GMT). No. of bitstreams: 1 Millena de Cassia Ormenese Gomes.pdf: 356819 bytes, checksum: ab8cad21d9f374ea8716d1daee04645b (MD5) Previous issue date: 2008-12-18 / Fundo Mackenzie de Pesquisa / This research aimed at understanding the educational path of a student with Tourette Syndrome, attending a regular public school. It also aimed at understanding the difficulties this student had to face, as well as those caused by his behavior. Emphasis was given to the possibility of prejudice and stigmatization in the school environment. The research had a qualitative focus and a case study methodology was adopted. The student, his family, and academic and administrative professionals from his school were interviewed. The data collected from these semi-structured interviews were analyzed and classified in thirteen categories. Data shows that this student faces social relations problems; he was even misunderstood by his own family and was always a victim of prejudice from his classmates, and sometimes, his teachers. The school staff tries to make his inclusion possible by adopting simple resources, consistent with the ones available in the specialized literature. The student was observed to have an inclination towards identifying with and helping other children with special educational needs. The family, specially the mother, has an important role in helping her child at school. She always provides necessary clarifications, support in difficult situations and is always acting as an intermediator with the care staff. / Esta pesquisa teve como objetivo compreender o percurso de escolarização de um aluno com Síndrome de Tourette, estudante de uma classe regular do ensino público. Procurou compreender as dificuldades por ele experimentadas, assim como aquelas provocadas por seus comportamentos, focalizando as possibilidades de expressão de preconceito e estigmatização presentes no ambiente escolar. A pesquisa foi desenvolvida no enfoque qualitativo e a opção metodológica adotada foi o estudo de caso, sendo que o aluno, seus familiares e profissionais da equipe escolar e de atendimento foram entrevistados. Os dados obtidos através dessas entrevistas semi-estruturadas foram submetidos à análise de conteúdo, resultando em treze categorias. Sinalizam que este aluno enfrenta dificuldades nas relações sociais, já tendo sido incompreendido até no ambiente familiar, permanecendo alvo de atitudes preconceituosas por parte de seus colegas e, eventualmente, até de professores. A equipe escolar busca favorecer sua inclusão, adotando alguns recursos simples, coerentes aos sugeridos na literatura especializada. Foi observada uma tendência do aluno a identificar-se e a servir de apoio a outras crianças com necessidades educacionais especiais. A família, particularmente a mãe, desempenha um papel fundamental no acolhimento do jovem na escola, fornecendo esclarecimentos constantes, suporte às situações de crise e promovendo o intercâmbio entre a equipe de atendimento.

No description available.

In hierdie studie is Tourettesindroom as neuro-genetiese toestand aangespreek en die wyse waarop dit in verskillende leer-, gedrags- en emosionele problema by begaafde Tourettesindroomlyers manifesteer. Begaafde Tourettesindroomlyers se relasievorming en leefwereldstigting word gekonstitueer met hul kognitiewe en affektiewe vermoans asook genetiese potensiaal, wat vir beida hul Tourettesindroom en begaafdheid verantwoordelik is. Die verwarring tussen begaafde Tourettesindroomlyers se superieure intellek en hul emosionele onvolwassenheid is die oorsaak van hul relasieprobleme. Negatiewe betekenisgewing en betrokkenheid by hulle relasievorminge bel"nvloed elke faset van hul menswees en gee aanleiding tot die degradering van hul siening van hul eie waarde. Gebrekkige kennis oor begaafdheid en Tourettesindroom veroorsaak dat waardevolle potensiaal en talente vir Suid-Afrika verlore gaan. Daarom moet daar daadwerklike pogings aangewend word om kennis oor begaafde Tourettesindroomlyers aan ouers, skole en universiteite, beskikbaar te stel met 'n konstruktiewe plan van aksie ter ondersteuning van die betrokkenes en tot voordeel van Suid-Afrika. / This study addresses Tourette syndrome as a neuro-genetic condition and the manner whereby it manifests itself in various learning, behavioural and emotional problems experienced by gifted Tourette syndrome sufferers. Their relationship-formation and life world are constituted by their cognitive, emotive and genetic capacity which manifests itself in Tourette syndrome and giftedness. The emotional immaturity which accompanies their superior intellect causes disorientation which results in problems in their relationships. Negative connotations and involvement in their relationship-formation influences each facet of their being and gives rise to the lowering of their perception of their self worth. In South Africa, valuable potential and talent is lost because of an inadequate knowledge of giftedness and Tourette syndrome. Efforts must be directed towards making information about gifted Tourette syndrome sufferers available to parents, schools and universities. A constructive plan of action is necessary that will support gifted Tourette syndrome sufferers to the benefit of South Africa. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

The quality of life of children with Tourette Syndrome, a neurodevelopmental condition characterised by chronic tics, is impacted greatly by both the symptoms themselves and their social consequences. Habit Reversal Therapy, a behavioural therapy for tic management, has substantial empirical support in its individual form, but this approach has never been investigated in a group format. Group based delivery of Habit Reversal Therapy could increase access to therapy, improve the cost-effectiveness of treatments and potentially offer additional therapeutic benefits. This randomised controlled pilot study evaluated the feasibility and preliminary efficacy of Habit Reversal Therapy compared to psycho-educational groups for 33 children aged 9 to 13 years with Tourette Syndrome and Chronic Tic Disorders. Outcomes of the groups were evaluated in terms of reductions in tic severity and improvements in quality of life. Good attendance rates in both groups suggested feasibility and acceptability of the interventions. Improvements in tic severity and quality of life were found in both groups, although to a lesser extent compared to previous studies of individual behavioural therapy for tics. Motor tic severity showed greater improvements in the Habit Reversal Therapy group on the main outcome measure (Yale Global Tic Severity Scale) but not on a direct observational measure of tic frequency. Given the potential for such groups to provide additional treatment options for families, further research is warranted. Clinical implications and suggestions for improvements to the current design for a larger study are outlined as well as indications for wider reaching future research.

The Family Quality Of Life (FQOL) of families who have a child with Tourette Syndrome (TS) has not yet been investigated globally. The purpose of this study was to gather data and listen to the voices and opinions of families of children with TS in order to examine the extent to which the existence of a child with TS, in the family, affected their FQOL. The research was conducted according to the mixed methods approach, combining quantitative and qualitative methods. Data was collected concerning the research population that included all the families who have a child with TS living at home, and registered at the Tourette Syndrome Organisation in Israel. Additionally, semi-structured interviews were conducted with 10 of these 25 families of children with TS. The questionnaire was analysed statistically and the interviews were analysed using a content analysis method. Conclusions derived from the research findings allowed the emergence of the ACEIST model, including five new sub-domains of FQOL that reflect the experiences of the studied families: Advocacy, cooperation, explanation, information, and severity of TS. This is a new way to view FQOL of families having a child with TS, very precise and operative and specific to those families. This ACEIST model fills the gap in knowledge identified in this field, contributing to knowledge regarding FQOL of families who have a child with TS. The new model has practical implications for the education, social and health policies in Israel regarding families who have a child with TS.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.