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[A social pedagogic oriented therapy unit in a clinic for child and adolescent psychiatry].

At first the conception and working modalities of a ward in a Child and Adolescent Department that includes social work are presented. Then the work done up to today is analyzed corresponding to admissions, patients' variables such as age and diagnosis, length of treatment and discharge criteria. Two thirds of the 122 treated patients on the described ward, with the special task to prepare discharge after having being treated on another therapeutic ward, were discharged into their original families and former living conditions.

Adolescent↗
PubMed1995

[The chief clinician of universities--resident of hospitals: his pedagogic impact].

When a resident is named "Chef de Clinique des Universités-Assistant des Hôpitaux" he has reached the top rung of specialist's training in France. In addition to his role within the hospital ("Assistant des Hôpitaux"), a role learned during the residentship, the title of "Chef de Clinique des Universités" means that he has a teaching role which is acquired intuitively on the basis of experience rather than actually being taught. The resident is given no special training before, as a young "Chef", he is called upon to teach medical students, residents, nurses, physical therapists or even patients under the authority of a professor. Teaching is done in various distinct locations (University and hospital: bedside, operating theatre, emergency room, consultations) which further complicates the new situation. The aim of this work was to retrospectively examine the teaching role of the "Chef de Clinique" based on personal experience both as a resident and as "Chef". Personal experience is given as an introduction to each paragraph.

Education, Medical, Graduate↗
PubMed1996

[A clinico-physiological and psychological-pedagogical analysis of the structure of the defect in cognitive activity in 3 cases of different forms of speech pathology].

Clinical (neurological), neurophysiological (EEG) and psychological examinations were carried out in 3 children with general speech defects. These children represented 3 main groups with speech disturbances: with speech defects which may be logopedically corrected, with speech defect and intact intellectual ability, with considerable disturbances of speech and cognitive functions. The peculiarities of cognitive disturbances were determined in each group. They were manifested in the form of alterations either of basic EEG or of EEG response to different stimuli as well as in psychological profile structure.

Child↗
PubMed1996

[Pedagogic responsibilities in rehabilitation of brain damaged patients].

In contrast to medical science, education has so far undertaken but little analysis of its tasks in neurological rehabilitation, although these are manifold and essential in achieving successful outcomes. While specific remedial services have been made available to persons with congenital brain damage in the schools for the mentally retarded, a need to catch up in this respect is obvious for persons with acquired brain damage. Extension of the network of neurological rehabilitation facilities has engendered a challenge to (special) education, which now is in the process of developing neuroeducational concepts for therapy and instruction. Starting out from a didactical analysis to identify the conditional and determinative fields involved, the foundations of educational action are set forth, to wit: the theories of intelligence and its development, as well as the concept positing a hierarchy of learning modes. The various modes or types of learning are outlined and illustrated by examples. Further dealt with are prerequisites for specific learning modes to take effect, as well as neurological relationships; the need for cooperating in an interdisciplinary team is substantiated. Starting out from the premise of their fundamental ability to learn, the article then discusses the teaching-learning processes for persons with neurological disablement, with attention paid to both memory, personality dimensions as well as classroom instruction, and the relationship among perception, learning and instruction. Concluding, the author posits participation of persons with brain damage in the process of determining their rehabilitative goals, as well as empathy on the part of the professionals involved with them in therapy, classroom and training.

Brain Damage, Chronic↗