Article present international research on cognition, situation analysis of pupil who has emotional, behavioral and learning difficulties, that leads to early school drops. The main features of pupils who are not motivated in school attendance are problems in family environment and behavioral manifestations that lead to social conflicts. Method of deep-interview was applied during multifold individual meetings with pupil. Twenty-one student from four EU countries at the age from 13 to 20 years took part in the research. It was set that student’s difficulties and strengths at school, de-motivational and motivational aspects, weak points, problems of positive self-evaluation, coping strategies, helping thoughts, advice and wishes about future are the main inner psychological problems that reflects in student’s environmental acting.
The article presents the results of the pilot research, which reveals the communication in a family taking care of their adult children after awakening from coma. The research is sponsored by Erasmus+ project <em>“Links United for Coma Awakenings through Sport” </em>No. 557075-EPP-1-2014-1-IT-SPO-SCP. Analysing the results of family communication and coping with stress qualitative research was applied. The results show that family members taking care about their adult children awakening after coma experience a different level of stress. Communication peculiarities reflect the lack of communication skills. The ways to cope with stress in the communication process are individual and based on self-realization and meeting of emotional needs of the family
The article presents the results based on the research performed according to the EU Grundtvig project Empowering volunteering in socially disadvantaged groups of adult learning (No. LLPGRU-MP-2011_LT-00089) in 5 different European countries and Turkey as well. The role of volunteering is described as a two side activity having infl uence on trainers and volunteers expanding their social experience and knowledge of social inclusion of groups who are at social risk. The results prove that new kind of knowledge and relationship has changed signifi cantly in the process of adult education. Increasing of two side personal motivation in education process has been set up as well.
The article deals with the research, the goal of which is stating the effect of corrective education on the impaired motor development of infants depending on the beginning of corrective education. In order to assess the motor development of infants the Munich functional development diagnostics was used. There participated 120 infants attending early rehabilitation service of Šiauliai consulting policlinics for children’s disease clinics. The fi rst assessment of the complex motions of infants was made in different age groups (group I – 3±0,5 months; group II – 6±0,5 months). Generalizing information in scientifi c literature about the results of evaluation of children’s motor development in different periods until the age of one who had undergone neurodynamic therapy (NDT) and taking into consideration the results of our research we can say that the essential factor deciding the success of early intervention is infant’s age at the beginning of corrective education. If complex correction begins earlier then it causes better results of psychomotor development.
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