In recent years, with the increase of neuroscience studies, a new vision has been born that divides the mind-body binomial: cognition becomes "embodied", which means that it is strictly dependent on the child's interaction with the environment. If the information from the outside reaches the child in a distorted way, as it happens in dyspraxia, He will perceive his body as incapable and all of this has an impact on the emotional and behavioral aspects, consequently he will feel disappointed, frustrated and angry because he won’t be able to transform his intentions into correct actions. The following thesis aims to describe how the difficulties of the dyspraxic child affect both the expression of his emotions and the manifestation of behavior in daily life. Therefore, a neuro-psychomotor treatment has been hypothesized that focuses not only on the motor and functional aspects of the disorder, but, in particular, on the emotional and behavioral aspects: this assumption could prove to be an effective approach for the child and his living environment. The term emotion derives from the Latin “ex-motus” and this definition links it closely to action: a movement that comes out from within. Action and emotion are therefore the main components designed for the neuro-psychomotor treatment of this thesis. It was applied to two clinical cases through the formulation of two specific and personalized rehabilitation projects based on the evaluation of motor-praxis skills and observation of spontaneous behavior. In conclusion, what is described in the theoretical chapters is confirmed and some progress achieved by children is outlined, especially with regard to sharing their moods and greater tolerance of anger in front of their limits. In addition to the strengths, it seemed appropriate to dedicate a paragraph to the critical points encountered during clinical practice.
Negli ultimi anni, con l’incremento degli studi nell’ambito delle neuroscienze, è nata una nuova visione che slega il binomio mente-corpo: la cognizione diventa “incarnata”, ovvero strettamente dipendente dall’interazione del bambino con l’ambiente. Se le informazioni dall’esterno arrivano al bambino in maniera distorta, come accade nella disprassia, il bambino stesso percepirà il suo corpo incapace e tutto questo ha una ricaduta sugli aspetti emotivi e comportamentali di conseguenza si sentirà deluso, frustrato e arrabbiato poiché non in grado di trasformare le sue intenzioni in azioni corrette. Il seguente lavoro di tesi ha lo scopo di descrivere in che modo le difficoltà del bambino disprassico incidano sia sull’espressione delle sue emozioni che sulla manifestazione del comportamento nella vita quotidiana. Pertanto, si è ipotizzato un trattamento neuro-psicomotorio incentrato, non soltanto sugli aspetti motori e funzionali del disturbo, ma che tenga conto, in particolar modo, degli aspetti emotivi e comportamentali: tale assunto potrebbe rivelarsi un approccio efficace per il bambino e il suo contesto di vita. Il termine emozione deriva dal latino “ex-motus” e questa definizione lo lega strettamente all’azione: un movimento che dall’interno esce fuori. Azione ed emozione dunque sono le componenti principali pensate per il trattamento neuro-psicomotorio di questa tesi. Esso è stato applicato a due casi clinici attraverso la formulazione di due progetti riabilitativi specifici e personalizzati sulla base della valutazione delle competenze motorio-prassiche e dell’osservazione del comportamento spontaneo. In conclusione, si conferma quanto descritto nei capitoli teorici e si delineano alcuni progressi raggiunti dai bambini, soprattutto in merito alla condivisione dei propri stati d’animo e alla maggior tolleranza della rabbia di fronte ai propri limiti. Oltre ai punti di forza, è sembrato opportuno dedicare un paragrafo ai punti critici riscontrati durante la pratica clinica.
Le caratteristiche emotivo-comportamentali del bambino con disprassia. Ipotesi di trattamento neuropsicomotorio applicato a due casi clinici
CIOFFI, MARTINA MARIA
2021/2022
Abstract
In recent years, with the increase of neuroscience studies, a new vision has been born that divides the mind-body binomial: cognition becomes "embodied", which means that it is strictly dependent on the child's interaction with the environment. If the information from the outside reaches the child in a distorted way, as it happens in dyspraxia, He will perceive his body as incapable and all of this has an impact on the emotional and behavioral aspects, consequently he will feel disappointed, frustrated and angry because he won’t be able to transform his intentions into correct actions. The following thesis aims to describe how the difficulties of the dyspraxic child affect both the expression of his emotions and the manifestation of behavior in daily life. Therefore, a neuro-psychomotor treatment has been hypothesized that focuses not only on the motor and functional aspects of the disorder, but, in particular, on the emotional and behavioral aspects: this assumption could prove to be an effective approach for the child and his living environment. The term emotion derives from the Latin “ex-motus” and this definition links it closely to action: a movement that comes out from within. Action and emotion are therefore the main components designed for the neuro-psychomotor treatment of this thesis. It was applied to two clinical cases through the formulation of two specific and personalized rehabilitation projects based on the evaluation of motor-praxis skills and observation of spontaneous behavior. In conclusion, what is described in the theoretical chapters is confirmed and some progress achieved by children is outlined, especially with regard to sharing their moods and greater tolerance of anger in front of their limits. In addition to the strengths, it seemed appropriate to dedicate a paragraph to the critical points encountered during clinical practice.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/38728