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Very often when we talk about bullying, both sides of this non-functional relationship are not taken into consideration: the bully (characterized by systematic bullying actions carried out) and the victim (considered an easy target, a weak one) . Bullying can be of two types: direct, with physical, verbal, explicit attacks on the victim; indirectly, to harm relationships, to cause isolation, through gossip and slander, this also through the use of the internet, thus turning into cyberbullying (attacking the victim's network identity). For the joke to no longer be considered as such, to be considered bullying it must persist over time, there must be no balance of power between those who perform actions and those who suffer them, and above all there must be no possibility of defense by the victim. A further difference is found within the gender groups, that is, males tend to carry out direct actions by hitting males and females, while females carry out indirect actions by hitting females of the same age. A famous survey carried out by Telephone Azzurro in 2014 he helped bring to light data that up to that moment were not fully known: • the school seemed to be the place where the phenomenon was most developed; • the reactions of the victims were different, but the most significant data refers to the fact that 22.7% said nothing and kept the secret; • 48.2 of the interviewees considered the help of adults to be very useful. It is clear that the families (of the abusers and of the victims) must be warned to inform them of the events, as they are responsible for the minor children, the report must be reported to the School (if the original place of the phenomenon) as regulations avoid such behaviors, must also be reported to the police (Carabinieri and / or Police) as also in this case there are laws to respect. The role of the Psychologist in these circumstances it is multiple as not only can it give support to the families involved, but it can also provide an important support and contribution within the School by training the teachers, giving them strategies to prevent and manage bullying situations.
The new WISC® – VUK it shows, compared to previous versions, more flexible and with greater interpretative power, as it is composed of a greater number of secondary tests (16) to be able to get a more complete view of cognitive abilities. An expanded factorial structure provides new scores and composite separates, such as a component dedicated to Visuo-Spatial (Visual Spatial Index - VSI) et al Fluid Reasoning (Fluid Reasoning - FRI), so the intelligence components that are measured are in this new version 5, plus the IQ Total. The most absolute novelty concerns the introduction of three new subtests, to be able in this way increase its practical application and coverage of the same contents. In particular: - Figure Weights, is a new subtest dedicated to the Fluid Reasoning component that measures reasoning at a quantitative and inductive capacity level; never introduced before, very funny and intuitive as regards its execution; - Visual Puzzles, a new subtest dedicated to the Visuo Spaziale component that measures the ability to analyze and synthesize information; the same saw his entrance with the introduction of WAIS-IV (Puzzle); - Picture Span, is a new subtest dedicated to the Working Memory component that measures visual working memory; test introduced with the new WPPSI-IV (Memory of Images), much appreciated for the proposed images. But what benefits does this new version of the WISC® V Battery bring with it? First of all it is more efficient, and easier to use, as it increases the coverage with respect to the components to be analyzed; even the time devoted to administration is not increased indeed in some subtests it is more reduced, consequently obtaining a more measurement adequate development. Another novelty, which deserves appreciation, are the reduced verbal instructions that come provided, with internal interruption rules for shorter tests and more precise scoring criteria, in this way you can avoid moments of "boredom" during the explanations. As for the correction, it is possible to calculate all scores faster by reducing consequently the total time dedicated to the calculation of the IQ. Although there are 5 relative scores to the 5 components of Intelligence, the total IQ and other three of the five auxiliary scores are possible obtain through the 10 main subtests, through dedicated (auxiliary) analyzes, which indices that at the end they derive are: Quantitative Reasoning; Auditory Working Memory; Not verbal; General Ability; Cognitive competence. Last but not least, it is possible to calculate Complete Index Scales, which they include three different Indices: Naming Rate; Translation of stimuli; Storage and Recovery (composed of the set of the two previous indices). There remains the possibility of obtaining a correction report through the dedicated software. WISC® – VUK shows greater interpretative power, as it allows making connections direct with the WIAT-III Battery, to facilitate further more flexible evaluation of specifications of DSA. The separate composite scores of the components dedicated to Spatial Visuo and Reasoning Fluid show greater clarity than the interpretation, just as the selection of process scores, this in order to consequently improve the interpretation and understanding of performance. The correlation between the subtests present in WISC-IV and WISC-V is medium-high, so they measure constructs very similar, keeping the new version one of the most "powerful" tools for measuring the IQ and Intelligence components.
Autism is a "spectrum" condition, this means that while all people with autism share certain difficulties, the manner and intensity varies enormously from person to person. • Communication deficit (verbal and non-verbal communication) • People on the spectrum in need of mild support (Asperger's Syndrome) • Hypersensitivity to some sounds or noises Autistic children tend to learn more effectively in structured environments, both in terms of space and time. The structuring allows you to achieve a sense of predictability with respect to what will happen (it gives order and coherence to the experience). • Children with autism generally attract attention with dysfunctional activities • Excellent skills of discrimination and visual analysis, they can do better in activities mediated by visual information or based on visual memory, compared to activities mediated by verbal information Diagnosis is carried out at the Dr. Letizia De Mori Psychological Office through the administration of specific assessments (including the ADOS test), and rehabilitation and targeted intervention plans are also planned. • ABA (Applied Behavior Analysis): focuses on the analysis of behaviors, in order to understand the causes (antecedents) and prevent problematic reactions, providing the child with more functional alternatives, helping to define positive reinforcements as well. Apply the principles of operant conditioning. • TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children): aims to improve the quality of life of the child, both by actively modifying the environment according to his needs, and by developing his autonomy to the maximum. • TED (La Therapie d'Echange et Developpement): aims to develop the psychophysiological functions of the child, through the principles of tranquility, availability and reciprocity. • AIT (Auditory Integration Therapy): helps children with problems in the processing of auditory stimuli, gradually accustoming them to the frequencies of sounds that cause them hypersensitivity. .
8 June 2021 31 May 2021 13 May 2021PsychologyBULLYING
WISC® – V UKTHE NEW WISC® – V UK BATTERY
DISORDERS OF THE AUTISTIC SPECTRUM
Disorders concern the development of social skills, cognitive, emotional, of communication, both gestural and verbal, of interpersonal understanding and collaborative actions.
It is a syndrome or a set of observable symptoms or signs.MAIN CLINICAL MANIFESTATIONS
• Social deficit (initiating an interaction and responding to an interaction)
• "Imagination" deficit (narrow repertoire of activities and interests and / or repetitive and stereotypes, rigidity and resistance to change)
• Other manifestations: anxiety, sensory anomalies, deficits in executive functions and attention anomaliesTYPE OF STUDENTS WITH AUTISM:
• People on the spectrum in need of intensive or very intensive supportSENSORY PARTICULARITIES
• Hypersensitivity to visual stimuli
• Reduced or excessive tactile sensitivity (discomfort to touch)
• Particular perception of pain
• Sensitivity to olfactory and gustatory stimuli
FEATURES
• They hardly show why they need help
• Although they clearly have preferences, they show great difficulty in reporting them in an acceptable way
• Not acceptably express denial, remaining passive or reacting in problematic ways when they want to reject something
• Difficulty staying close to others
• They tend not to share something that is in their possession
• Stay involved in social games with rules with peers. • They tend not to respect the shift or show no sense of "rhythm" in the shift
• Poor tolerance to expectations
• Difficulty in inhibiting "bullying" responses
• May not know how to name the emotions they observe
• They hardly learn positive social routines spontaneously
• Mimicry and gestures are often poor, not very direct to the interlocutor
• Often they are unable to solve social problems or to respond flexibly to new situations
• Often do not react positively to unexpected events
• Short attention spans
• Difficulty shifting attention from one stimulus to another
• Preference for details
• Deficiency in the social use of attentionSTRENGTHS IN AUTISM
• Ability to analyze and understand the rules that govern closed systems: mastering rules of operation of mechanical systems; understand and use classification systems; achieve higher scores in tests that measure the ability to systematize
• Possible extraordinary talents in areas such as drawing, computing and musicDIAGNOSIS
TREATMENTS FOR THE AUTISTIC SPECTRUM
BEHAVIORAL TREATMENTS:
• DTT (Discrete Trial Training): fragmented complex skills are taught and each sub-skill is taught in repeated sessions, through a procedure divided into three components:
education or question , which constitutes the antecedent stimulus
the child's response
the consequence of the child's response (reinforcing stimulus)EVOLUTIONARY TREATMENTS:
PSYCHOTHERAPIES
SENSORY THERAPIES
PHARMACOLOGICAL THERAPIES
PET THERAPY
