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Tyrimo tikslas – išanalizuoti socialinio darbuotojo teikiamą pagalbą asmeniui, vaikystėje patyrusiam psichologinį smurtą. Socialiniai darbuotojai ne tik identifikuoja ir vertina smurto požymius, bet ir naudoja efektyvius metodus bei strategijas, įskaitant terapiją, krizinę intervenciją, įgalinimą ir švietimą, siekdami padėti asmenims įveikti traumą, atkurti saugumą ir skatinti atsigavimą. Įgalinimo metodas yra svarbus ir veiksmingas būdas padėti asmenims, vaikystėje patyrusiems ilgalaikį psichologinį smurtą. Jis remiasi stiprybėmis, tikslais ir įgūdžių plėtra, padedant atkurti pasitikėjimą savimi ir įveikti sunkumus., Research aim - to analyze the assistance provided by a social worker to an individual who has experienced psychological violence in childhood. Social workers not only identify and assess signs of abuse but also employ effective methods and strategies, such as therapy, crisis intervention, empowerment, and education, to help individuals overcome trauma, restore safety, and promote recovery. The empowerment approach is an important and effective way to support individuals who have experienced long-term psychological abuse in childhood. It is based on strengths, goals, and skill development to restore self-confidence and overcome difficulties.

This paper describes a preliminary work aimed at setting a therapeutic support for autistic teenagers using three humanoid robots NAO shared by ASD (Autism Spectrum Disorder) subjects. The studied population had attended successfully a first year program, and were observed with a second year program using the robots. This paper focuses on the content and the effects of the second year program. The approach is based on a master puppet concept: the subjects program the robots, and use them as an extension for communication. Twenty sessions were organized, alternating ten preparatory sessions and ten robotics programming sessions. During the preparatory sessions, the subjects write a story to be played by the robots. During the robot programming sessions, the subjects program the motions to be realized to make the robot tell the story. The program was concluded by a public performance. The experiment involves five ASD teenagers aged 12-15, who had all attended the first year robotics training. As a result, a progress in voluntary and organized communication skills of the five subjects was observed, leading to improvements in social organization, focus, voluntary communication, programming, reading and writing abilities. The changes observed in the subjects general behavior took place in a short time, and could be observed from one robotics session to the next one. The approach allowed the subjects to draw the limits of their body with respect to the environment, and therefore helped them confronting the world with less anxiety., {"references":["Jill Boucher, Vicky Lewis, and Glyn Collis. Familiar face and voice\nmatching and recognition in children with autism. Journal of Child\nPsychology and Psychiatry and Allied Disciplines, 39(2), 1998.","John-John Cabibihan, Hifza Javed, Marcelo Ang Jr., and\nSharifah Mariam Aljunied. Why robots? a survey on the roles\nand benefits of social robots in the therapy of children with autism.\nInternational Journal of Social Robotics, 5(4), 2013.","Kerstin Dautenhahn. I could be you: The phenomenological dimension\nof social understanding. Journal of Cybernetics & Systems, 1997.","Kerstin Dautenhahn. Robots as social actors: Aurora and the case of\nautism. In Third International Cognitive Technology Conference, 1999.","Geraldine Dawson and Larry Galpert. Current Issues in Autism, chapter\n12- A Developmental Model for Facilitating the Social Behavior of\nAutistic Children, pages 237–261. Springer, 1986.","Paul Dickerson, Ben Robins, and Kerstin Dautenhahn. Where the\naction is: A conversation analytic perspective on interaction between a\nhumanoid robot, a co-present adult and a child with an asd. Interaction\nStudies, 14(2), 2013.","David Feil-Seifer, Matt Black, MJ Mataric, and Shrikanth Narayanan.\nDesigning interactive technologies for supporting research in autism\nspectrum disorders. In USC Interaction Lab Technical Report\nCRES-09-001, 2009.","David Feil-Seifer and Maja J Mataric. Using robots to augment (not\nreplace) people in therapeutic settings. In Robotics Science and Systems\nWorkshop on Human-Robot Interaction: Perspectives and Contributions\nto Robotics from the Human Sciences, 2011.","Deborah G. Garfin and Catherine Lord. Current Issues in Autism, chapter\n7- Communication as a Social Problem in Autism, pages 133–151.\nSpringer, 1986.\n[10] Jacques Lacan. Autres E´crits. Seuil, 2001.\n[11] D. J. Ricks and M. B Colton. Trends and considerations in robot-assisted\nautism therapy. In IEEE International Conference on Robotics and\nAutomation (ICRA), 2010.\n[12] Ben Robins, Kerstin Dautenhahn, and Janek Dubowski. Does appearance\nmatter in the interaction of children with autism with a humanoid robot?\nInteraction Studies, 7(3), 2006.\n[13] Ben Robins, Paul Dickerson, Penny Stribling, and Kerstin Dautenhahn.\nRobot-mediated joint attention in children with autism: A case study in\nrobot-human interaction. Interaction studies, 2004.\n[14] Sophie Sakka, R´enald Gaboriau, Jean Picard, Edwina Redois, Gwena¨elle\nParchantour, Laura Sarfaty, Sonia Navarro, and Annie Barreau.\nRob'autism: how to change autistic social skills in 20 weeks. In 5th\nInternational Workshop on Medical and Service Robots, 2016.\n[15] Brian Scassellati. How social robots will help us to diagnose, treat, and\nunderstand autism. In International Symposium of Robotics Research,\n2005.\n[16] Shamsuddin Syamimi, Yussof Hanafiah, Ismail Luthffi, Hanapiah\nFazah Akhtar, Mohamed Salina, Ali Piah Hanizah, and Zahari\nNur Ismarrubie. Initial response of autistic children in human-robot\ninteraction therapy with humanoid robot nao. In International\nColloquium on Signal Processing and its Applications, 2012.\n[17] Adriana Tapus, Andreea Peca, Amir Aly, Cristina Pop, Lavinia Jisa,\nSebastian Pintea, Alina S. Rusu, and Daniel O. David. Children with\nautism social engagement in interaction with nao, an imitative robot: A\nseries of single case experiments. Interaction Studies, 13(2), 2012.\n[18] Iain Werry and Kerstin Dautenhahn. Applying mobile robot technology\nto the rehabilitation of autistic children. In International Symposium on\nIntelligent Robotic Systems, 1999.\n[19] Iain Werry and Kerstin Dautenhahn. Modeling Biology: Structures,\nBehaviors, Evolution – Vienna Series in Theoretical Biology, chapter\nHuman-Robot Interaction as a Model for Autism Therapy: An\nExperimental Study with Children with Autism, pages 283–299. 2007."]}

Cette contribution se propose de comprendre la pratique d’« accompagnement thérapeutique » au sein d’un Hôpital de Jour – HdJ - d’une institution hospitalière spécialisée dans le traitement de la maladie chronique urinaire - et d’en analyser les effets sur les soignants – 3 infirmières référentes - et sur les soignés – patients et leur famille. Dans une dimension ethnographique, nous avons recueilli du discours de et sur l’accompagnement à l’occasion d’ateliers d’accompagnement thérapeutique ainsi qu’à partir de traces d’activité. Ce matériau discursif a fait l’objet d’une analyse de contenu (Bardin, 2007) couplée avec une analyse de discours (Charaudeau, 1992 ; Kerbrat-Orecchioni, 2006 ; Haillet, 2007). Nous faisons trois hypothèses : l’accompagnement est une culture d’action professionnelle (Barbier, 2011) ; l’entretien d’accompagnement thérapeutique est utilisé comme un instrument de partage de cette culture d’action et donne lieu à une confrontation de cultures. Cette étude a ainsi permis de mettre en exergue des modèles d’accompagnement (Paul, 2009). Cette confrontation de cultures d’action à partir d’une culture « générique affichée » entre l’ensemble des acteurs a ainsi mis en évidence plusieurs formes « en acte » que nous avons analysées. We propose with this contribution to understand the practice of "therapeutic support" in a day hospital - HdJ - of a universitary healthcare specialized in treating of the urinary chronic disease - and to analyze the effects on the caregivers - 3 designated nurses - and on the carereceivers - patients and their family. In an ethnographical dimension, we collected some speech of and speech on the support during workshops of therapeutic support and also speech from activity signs. This discursive material was analysed by an analysis of contents (Bardin, 2007) coupled with an analysis of speech (Charaudeau, 1992 ; Kerbrat-Orecchioni, 2006 ; Haillet, 2007). We make the three following hypotheses : the support is a culture of a professional action (Barbier, 2011) ; the interview of therapeutic support is used as a tool to share this culture of action and produce a confrontation between cultures. So this study allowed to point models of support (Paul, 2009). This confrontation between cultures of action from a "displayed generic" culture between all the actors produced several forms "in act" which we analyzed.

As the Act on Special Education for Disabled Persons, etc has been enacted and the number of students who have severe and multiple disabilities among students with disabilities has increased, the needs for services related to special education have also grown. However, it is not easy to understand the current situation of services related to special education due to the lack of studies on services related to special education in South Korea. This study aimed to make understanding of the current situation of services related to special education in South Korea based on the literature reviews and the latest statistics on services related to special education and to understand and explore their problems. In results of analyzing current services related to special education that have been provided, some problems have been disclosed that only small number of students with disabilities have been therapeutically supported because of the complicated diagnosis and evaluation procedure to receive therapeutic support; and unpaid special education paraprofessionals lack in expertise. Moreover, there are detailed clauses in the Act to assist students with disabilities in attending school by providing mobility, even though it should be given according to the types and degrees of disabilities. To solve the problems of services related to special education in South Korea, the suggestions can be made as follows; (1) the diagnosis and evaluation procedure to provide therapeutic support need to be simplified, (2) the qualification criteria for special education paraprofessionals need to be prepared to secure their expertise, and (3) the vehicle for school attendance needs to be provided according to the types and degrees of disabilities of students.

As the Act on Special Education for Disabled Persons, etc has been enacted and the number of students who have severe and multiple disabilities among students with disabilities has increased, the needs for services related to special education have also grown. However, it is not easy to understand the current situation of services related to special education due to the lack of studies on services related to special education in South Korea. This study aimed to make understanding of the current situation of services related to special education in South Korea based on the literature reviews and the latest statistics on services related to special education and to understand and explore their problems. In results of analyzing current services related to special education that have been provided, some problems have been disclosed that only small number of students with disabilities have been therapeutically supported because of the complicated diagnosis and evaluation procedure to receive therapeutic support; and unpaid special education paraprofessionals lack in expertise. Moreover, there are detailed clauses in the Act to assist students with disabilities in attending school by providing mobility, even though it should be given according to the types and degrees of disabilities. To solve the problems of services related to special education in South Korea, the suggestions can be made as follows; (1) the diagnosis and evaluation procedure to provide therapeutic support need to be simplified, (2) the qualification criteria for special education paraprofessionals need to be prepared to secure their expertise, and (3) the vehicle for school attendance needs to be provided according to the types and degrees of disabilities of students., 紀要論文

A mitad de camino entre el ensayo y el registro de la experiencia de trabajo, y a partir de seis hipótesis, el presente escrito se propone pensar nuevos aportes para la práctica del acompañamiento desde el Trabajo Social en el campo de la salud Halfway between the test and recording work experience, and from six hypotheses, this paper proposes to consider new contributions to the practice of support from Social Work in the field of health. Fil: Marani, Valeria. Universidad Nacional de Rosario. Facultad de Ciencia Política y Relaciones Internacionales. Escuela de trabajo social; Argentina. Fil: Sodo, Juan Manuel. Universidad Nacional de Rosario. Facultad de Ciencia Política y Relaciones Internacionales. Escuela de Comunicación Social; Argentina.

Child psychiatry is at present crossed by an important debate: whereas its project has generally been to support the work of subjectivation of the children entrusted in its care, today its approach is challenged by the return of classical medical models which experience a renewal of interest thanks to the research carried out into neuroscience and cognitive psychology. Inside this debate, the discussion essentially revolves around the conceptions that lie under the interpretation of the disorders, from a controversy that brings again into play the opposition psychogenesis / organogenesis, curability / incurability of the mental disorders in the children’s. Our approach falls within the scope of a system which is in charge of the support and care of children who are benefiting from integration into specialised classes of state education schools. These children show important personality and behavioural problems which are part of “psychotic disharmonies” or “evolution disharmonies” combined with backwardness. In this work, it is expected that the intellectual development retardation corresponds to apparently deficient pictures which are the products of cognitive constraints exercised by the psychopathological processes at work in these nosographic contexts. Bringing to the fore preserved cognitive abilities among these children, who in other respects show deficient profiles, would enable to specify the disharmonic component of the development disorders and shed new light on the nature of these disorders. Moreover observing cognitive profiles, more or less specific to each nosographic entity concerned, could reveal the links of continuity between the cognitive processes and psychic processes, and bring to light cognitive constraints which are characteristic of the underlying psychopathological processes. This approach would enables to back up our reflections upon the care project thanks to a thorough knowledge of the links between psychic processes and cognitive processes.; La pédopsychiatrie est actuellement traversée par un débat important : alors qu'elle a généralement eu pour projet d'accompagner le travail de subjectivation des enfants qui lui sont confiés, sa démarche est aujourd'hui remise en question par le retour des modèles médicaux classiques qui connaissent un renouveau grâce aux recherches effectuées dans les champs des neurosciences et de la psychologie cognitive. A l'intérieur de ce débat, la discussion porte essentiellement sur les conceptions sous-jacentes à la lecture de ces troubles à partir d'une controverse qui remet en scène l'opposition psychogénèse / organogenèse, curabilité / incurabilité, des troubles mentaux chez l'enfant. Notre démarche s'inscrit dans le cadre d'un dispositif chargé de l'accompagnement et du soin d'enfants bénéficiant d'une intégration scolaire dans des classes spécialisées de l'éducation nationale. Ces enfants présentent des troubles importants de la personnalité et du comportement pris dans des "dysharmonies psychotiques" ou des "dysharmonies d'évolution", associées à des retards mentaux. Dans ce travail, il est envisagé que les retards du développement intellectuel correspondent ici à des tableaux d'apparence déficitaire qui relèvent essentiellement des contraintes cognitives exercées par les processus psychopathologiques mis en jeu dans ces cadres nosographiques. La mise en évidence de compétences cognitives préservées, chez ces enfants qui montrent par ailleurs des profils déficitaires, permettrait de préciser la composante dysharmonique des troubles du développement, et d'apporter un nouvel éclairage quant à la nature de ces troubles. D'autre part, l'observation de profils cognitifs, plus ou moins spécifiques de chacune des entités nosographiques concernées, pourrait révéler les liens de continuité entre les processus cognitifs et les processus psychiques, et faire apparaître des contraintes cognitives caractéristiques des processus psychopathologiques sous-jacents. Cette démarche permettrait d'étayer la réflexion portant sur le projet de soins par une connaissance approfondie des liens entre processus psychiques et processus cognitifs.

This article results from an investigation in the "Centro de Atenção Integral á Saude Mental - CAIS-Mental" (Integral Attention Center for Mental Health) of Viamão, Brazil by a multiprofessional team during 2 years. It was financed by "Fundação de Amparo a Pesquisa do Río Grande do Sul" - FAPERGS (Río Grande do Sul Research Support Foundation). We discussed the formation of the therapeutic supporter in the collective health field as a new technology in the public health network; this work constitutes a complementary and/or substitute device to the process of Brazilian psychiatric reform. Since therapeutic companion might also be considered as a Social Psychology intervention, we move it out of its mainly clinic and private character and push it towards a collective condition, bringing it inside a public logic. Key words: Social psychology, health, therapeutic support. El presente artículo es resultado de una investigación realizada durante dos años por un equipo multiprofesional en el Centro de Atención Integral a la Salud Mental -CAIS Mental- en el municipio de Viamão, Brasil. El trabajo fue financiado por la "Fundação de Amparo á Pesquisa do Río Grande do Sul" - FAPERGS. Se problematizó y discutió la formación del acompañante terapéutico en el campo de la salud colectiva en tanto es una nueva tecnología en la red pública de salud; este trabajo constituye un dispositivo complementario y/o sustitutivo al proceso de reforma psiquiátrica en Brasil. Al comprender que el acompañamiento terapéutico puede ser considerado también como una intervención en Psicología Social, lo desvinculamos de su disposición predominantemente clínica y privada, proyectándolo hacia una condición colectiva y colocándolo dentro de una lógica pública.Palabras clave: psicología social, salud, acompañamiento terapéutico.