Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

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Subject: search.filters.subject.autism spectrum disorder

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    Clarification of the concept of autism spectrum disorder
    (CEP USM, 2024) Zlenco, Carolina
    The article’s content is centered on a conceptual and methodological analysis of autism spectrum disorder. It presents the evolution of the concept over several years, delineates its defining characteristics and particularities, and compares its nosological status to the international diagnostic manuals (DSM and ICD). Additionally, it examines the terminology related to autistic pathology. A variety of research methods were employed, including the analysis and synthesis of specialized literature, the method of deduction and induction, and the method of comparison. The findings of the study, as presented in the article, elucidate the present status of the term «autistic spectrum disorder» and foreshadow assumptions regarding the subsequent selection of empirical methods, which will facilitate the definitive identification of respondents who fall within the nosological category of autistic spectrum disorder.
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    CONCEPTELE LUI SERGE LEBOVICI: RESURSE PENTRU ASISTENȚA PSIHOLOGICĂ A FAMILIEI CU COPII CE SUFERĂ DE TULBURĂRI DE SPECTRU AUTIST
    (CEP USM, 2024) Bolea, Zinaida; Zlenco, Carolina
    This article focuses on analyzing the concepts of S. Lebovici, which refer to the complexity of the psychic conception of the idea of the child, starting from a psychoanalytic perspective that considers the conscious and unconscious dimensions of the psyche. S. Lebovici identifies several patterns of representation of the child, in this sense the French psychoanalyst describes 4 psychic constructs that refer to the image of the child in the minds of parents: the phantasmatic child, the imaginary child, the mythic child, the narcissistic child. These representations of the child are simultaneously present in the parent’s mind, and the finality, which is part of the normality, is the one in which the image of the real child predominates. When we refer to the birth of children with various mental or physical pathologies, the parents’ confrontation with the characteristics of the real child involves multiple forms of mental suffering. The results of this article present an analysis of the concepts of a phantasmatic child, an imaginary child, a mythic child, and a narcissistic child, emphasizing how these three psychological constructs could influence the family environment in which children with autism spectrum disorders grow up.
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    КОМПЛЕКСНОЕ ПСИХОПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ ПО ОБУЧЕНИЮ ДВИГАТЕЛЬНОМУ НАВЫКУ (ПРАКСИСУ) И КРИТЕРИИ ОЦЕНИВАНИЯ ВЫПОЛНЕНИЯ ДЕЯТЕЛЬНОСТИ ДЕТЬМИ С АУТИЗМОМ
    (CEP USM, 2021) Гуркова, Мария
    The study of the comprehensive psychopedagogical support of children with autism, and their adaptation to the educational process, as well as the participation of a multidisciplinary group of specialists and parents to support this process of inclusion, is fundamental. Multidisciplinary involvement children diagnosed with autism would be effective in increasing these students' appropriate performance on schoolwork tasks and reducing disruptive behavior in full inclusion classrooms. Following the intervention, both appropriate funсtional praxes like schoolwork performance and social performance by the children with autism were within the range of the typical children in the classroom. Children with autism can benefit from participation in inclusive classrooms and group orientated involvement, environment, and many experts assert that inclusion is a civil right and is responsible for nurturing appropriate social development and this is the crucial and the most important is that the developed criterion for assessing the performance of activities by children with autism and their functional development has not yet been developed at the national level in Moldova. However, most children require specialized supports to experience success in particular educational context.
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    ATITUDINILE CADRELOR DIDACTICE FAȚĂ DE FENOMENUL INTEGRĂRII COPIILOR CU AUTISM ÎN ÎNVĂȚĂMÂNTUL DE MASĂ
    (CEP USM, 2020) Lupușor, Roxana-Monica
    Potrivit conceptului de integrare educativă, toți copiii trebuie să învețe împreună și, în cadrul acestui proces, profesorul are rolul esențial, el fiind cel care ghidează învățarea, modelează abilitățile sociale și comportamentul copilului. În articol sunt prezentate atitudinile profesorilor față de integrarea copiilor cu autism în mediul educațional de masă.
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    COMORBIDITĂȚI PSIHIATRICE ASOCIATE TULBURĂRILOR DIN SPECTRUL AUTIST
    (CEP USM, 2019) Lupușor, Roxana-Monica
    Copiii cu tulburări din spectrul autist sunt caracterizați nu doar de deficiențe în interacțiunea socială și comunicare, de comportamente stereotipice repetitive, ci, de asemenea, aceștia suferă și de multe trăsături comorbide, cum ar fi anxietatea, depresia, ADHD și problemele de comportament. În articol sunt analizate comorbiditățile psihiatrice întâlnite la persoanele diagnosticate cu tulburare din spectrul autist (TSA), fiind prezentate rezultatele unor studii recent realizate