Background. Alexandria R. Luria's classic neurorehabilitation methods ("restorative learning") have now been successfully applied in clinical settings for more than seventy years. It is of interest how Luria's methods relate to contemporary strategic approaches to effective rehabilitation. One such framework is the International Classification of Functioning, Disability and Health (ICF)-a comprehensive WHO framework for measuring health and disability for diagnostic and rehabilitation purposes. Objective. To compare Luria's procedure of restorative learning in aphasia and the ICF. Such a comparison may facilitate the use of the ICF in the work of multidisciplinary rehabilitation teams for diagnosis, planning, implementation, and evaluation of rehabilitation programs. Design. A systematic comparison of ICF components with specific rehabilitation procedures developed by Luria aimed at speech understanding and production. Results. Luria's speech rehabilitation methods pertain to the ICF component "Body Functions and Structures". Specific correspondences between Luria's rehabilitation procedures and ICF categories are found, especially for afferent and efferent aphasias. For the aphasias related to speech understanding (sensory and semantic aphasia), such correspondences are rare. This reflects an insufficient differentiation in the understanding of higher cognitive functions in current neurorehabilitation. Luria's concern for patients' personality and social status is also explicated. Conclusion. Although Luria's "restorative learning" is realized within the ICF domain of "Body Functions and Structures", his approach also focuses on the rehabilitation of the personal and social status of the patient. This approach is an important condition for clinical and psychological rehabilitation in the ICF domains of "Activities" and "Participation".
Background. Praxis disorders are one of the most common consequences of brain damage. In this regard, neuropsychological diagnosis and rehabilitation of patients with praxis disorders is of great practical importance. Since people with apraxia and their families continue to live in society, they have to deal with issues of social functioning in the context of the patient's limited abilities. As social well-being is impossible without taking into account the psychological and behavioral aspects of the patient and his environment, the modern approach to diagnosis and rehabilitation includes working with all of these aspects. This work is implemented through the organization of a partnership between the patient, his environment and a multidisciplinary team of specialists. Objective. The article aims to analyze and summarize the diagnostic and rehabilitation experience accumulated in neuropsychology, as well as to identify quality criteria for neuropsychological diagnosis and rehabilitation of patients with praxis disorders arising from brain damage. These criteria are recommended for use in the practice of a clinical psychologist. Results. Based on the analysis of applied research and practical guidelines, recommendations on the choice of diagnostic tools for detecting praxis disorders are presented. The main directions and methods of rehabilitation work, which have shown their effectiveness in overcoming kinetic, kinesthetic, spatial and regulatory apraxia, are highlighted. Conclusion. The practical work of a clinical psychologist with patients suffering from praxis disorders should be aimed at maintaining the level of preserved voluntary movements and actions as a “support” for further restoration of motor functions or for maintaining the existing level of motor functioning. Practical work should seek to restore disturbed praxis with the help of internal / external means or special techniques and focus on the organization of the patient's household environment in order to minimize restrictions in functioning.
Статья посвящена сравнению очного консультирования родителей детей с ограниченными возможностями здоровья с Интернет консультированием в режиме «офлайн». Анализируется практический опыт оказания дистанци онной психологической помощи, основные трудности и преимущества дан ного вида консультирования. Выделены наиболее часто встречающиеся ка тегории запросов родителей, позволяющие делать выводы об особенностях их мотивации к получению психологической помощи. В статье подчёркива ется, что, несмотря на имеющиеся ограничения Интернет консультирова ния, данная форма психологической помощи обязательно должна присутст вовать на рынке консультативных услуг. Ответы на вопросы в режиме «оф лайн» обеспечивают доступность и быстроту получения информации, в чём несомненно нуждаются родители, воспитывающие детей с ограниченными возможностями здоровья. Ключевые слова: психологическая помощь родителям, дети с ограниченны ми возможностями здоровья, Интернет консультирование.На сегодняшний день ежемесячная аудитория российского Интер нета составляет 64 миллиона 400 тысяч пользователей, 75 % из которых выходит в Сеть ежедневно [Фирсанов, Гамбарян, 2014]. Данная катего рия граждан предпочитает искать информацию по интересующим её проблемам на специализированных сайтах и активно использует фору мы, на которых есть возможность задать вопрос специалистам. Родите ли, воспитывающие детей с ограниченными возможностями здоровья (ОВЗ), испытывают повседневные трудности, связанные с коррекцией, реабилитацией и социальной адаптацией ребёнка, и регулярно обраща ются за помощью на специализированные сайты [Баулина, 2009]. Это связано с тем, что очные консультации психолога часто оказываются Консультативная психология и психотерапия, 2015, № 3 67
Background. Neuropsychological diagnostics and rehabilitation are among the fundamental practical tasks facing a clinical psychologist. Today, rehabilitation goes beyond the usual framework in which it was 40–50 years ago. The course of the disease, stressful influences radically change the physical, psychological and social functioning of a person. It is the functioning of a person (and not the state of his functions) in new, often limiting living conditions that becomes an object in the modern rehabilitation system, which is a joint activity of the patient, his relatives and specialists of the multidisciplinary rehabilitation team. Objective: analysis and generalization of the diagnostic and rehabilitation experience accumulated in neuropsychological rehabilitation;identification of quality criteria for neuropsychological diagnostics and rehabilitation of patients with memory impairments in case of brain damage, which should be followed by a practicing psychologist in the process of rehabilitation work. Results. Based on the analysis of applied research and practical guidelines, the recommended diagnostic tools for detecting memory impairments are presentedand the main directions and effective methods of rehabilitation work in amnestic syndrome are highlighted. It is shown that different degrees of severity of a amnestic defect requires the choice of an appropriate direction of work in the process of neuropsychological rehabilitation: the formation of new mnestic means; the organization of “suggestive and reminiscent” environments and new strategies for behavior in this environment; general (non-specific) principles of restorative learning. Conclusions. The presented material can serve as a “support” in the practical work of a clinical psychologist with patients with memory impairments and brain lesions.The text outlines the main directions of diagnostic and rehabilitation work which a practicing psychologist must be aware of.
Introduction. This article presents an overview of rehabilitation problems of children after cochlear implantation. Various approaches to teaching deaf children with cochlear implants existing in different countries are considered. The necessity of prolonged psycho-pedagogical support and neuropsychological assistance in choosing an educational path is ar gued. Materials and Methods. The study used quantitative and qualitative data analysis. As the main parameters of the quantitative analysis, the percentages of the number of children with cochlear implants reaching the level of development of educational and social skills were chosen. Qualitative data analysis included selection of the most commonly found in children with cochlear implants disorders of higher mental functions described in these studies. Results. The quantitative analysis of the distribution of the results of educational and social achievements of pupils with cochlear implants revealed a significant variation of the data presented in the studies. The greatest discrepancies were revealed in such indicators as progress in mathematics and reading, as well as in the frequency of the sign language, which characterizes the presence of a negative attitude towards the use of sign language instead of speech. Qualitative data analysis showing the specifics of the development of individual mental functions revealed a number of problems that may become targets for correctional training. Discussion and Conclusion. In the course of advising parents on the choice of an educational pathway for a child, it is advisable to pay their attention not only to the format of the educational process and the type of institution, but also to the content characteristics of learning, including the active and regular use of visual assistive devices. The neuropsychological diagnostics is feasible of for assessment of readiness for school education and choosing an educational path for a child with a c ochlear implants. Keywords: cochlear implantation, educational path, learning skills, communication skills, neuropsychological diagnostics
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