PSYCHOEDUCATIONAL INTERVENTIONS Mil

PSYCHOEDUCATIONAL INTERVENTIONS
Miller, Bagnato, Dunst, and Mangis (2006) summarized seven principles of psychoeducational interventions. They should include functional interven-tion goals, developmental perspective on change, linkages between func-tional assessment and interventions, functional instructional strategies, attention to functional contexts and settings, integrated support services, and collaborative teamwork. In addition, Miller and colleagues pointed out that family-centered care is critical. Connell and Dishion (2008) supported this position in a three-year longitudinal study of family-centered therapy of middle school youth where they found that inclusion of family therapy prevented an increase in depressive symptoms in a high-riskgroup corn-pared to a control group. More specific to the classroom setting and educational environment, educa-tional modifications and accommodations can be put into place to help children with internalizing disorders succeed in the classroom. Recommendations include providing extra time on homework assignments and tests that can give the child time to calm down and concentrate. The school canprovide weekly counseling and as needed trips to the counselor when the child feels overwhelmed. A designated person can be assigned to check to make sure the child is bringing all homework home and documenting assignments in a day planner. The child can have the ability to retake tests or turn in homework a little late for days when symptoms are had. The teachers can also send emails to the parents notifying them of the cliiklis progress.
if the child is taking medication, someone in the school can be decignated to make sure the child gets his or her medication. Other things such as increasing the light, putting up bright-colored posters, or having the teachers speak more Positively about assignments can help the child feel more comfortable in the classroom. With these modifications, students with inter-nalizing disorders can be helped to achieve higher levels of academic success.
SUMMARY
Internalizing disorders are characterized as having symptoms that are typi-cally internal, cognitive-emotional experiences. Internalizing disorders in-clude depression and anxiety and are associated with significant impairment of psychosocial and academic functioning. The school neuropsychologist should be concerned with internalizing disorders for at least two reasons. First, internalizing disorders may emerge as a result of either the direct or indirect effects of acquired or developmental brain dysfunction. Second, in the absence of evidence of brain dysfunction, internalizing disorders are associated with a number of neuropsychological deficits that are amenable to intervention or accommodation. Depression can have a global impact on neuropsychological functioning. Involvement of the frontal lobes in youth with depression is related to executive function deficits, general cognitive deficits, psychomotor retarda-tion, inattention, and memory deficits. Anxiety involves complex brain systems because of the adaptive and phylogentically old nature of the fear response. Youth with anxiety may have comorbid language deficits, memory and learning problems, executive function deficits, slower speed of informa-tion processing, and general cognitive deficits. Also, internalizing disorders have been shown to be highly comorbid with each other and with other classes of disorders. Thus, it is important to conduct a comprehensive neuropsychological evaluation of children presenting with internalizing disorders as well as to assess for internalizing disorders in those who have experienced brain injury. Cognitive-behavioral interventions have been shown as one of the most effective treatments for children with internalizing disorders. In addition, pharmacotherapy and adjustments to the educational milli u are Indic deed forms of treatment.

Hasil (Bahasa Indonesia) 1:

INTERVENSI PSYCHOEDUCATIONAL Miller, Bagnato, Dunst, and Mangis (2006) summarized seven principles of psychoeducational interventions. They should include functional interven-tion goals, developmental perspective on change, linkages between func-tional assessment and interventions, functional instructional strategies, attention to functional contexts and settings, integrated support services, and collaborative teamwork. In addition, Miller and colleagues pointed out that family-centered care is critical. Connell and Dishion (2008) supported this position in a three-year longitudinal study of family-centered therapy of middle school youth where they found that inclusion of family therapy prevented an increase in depressive symptoms in a high-riskgroup corn-pared to a control group. More specific to the classroom setting and educational environment, educa-tional modifications and accommodations can be put into place to help children with internalizing disorders succeed in the classroom. Recommendations include providing extra time on homework assignments and tests that can give the child time to calm down and concentrate. The school canprovide weekly counseling and as needed trips to the counselor when the child feels overwhelmed. A designated person can be assigned to check to make sure the child is bringing all homework home and documenting assignments in a day planner. The child can have the ability to retake tests or turn in homework a little late for days when symptoms are had. The teachers can also send emails to the parents notifying them of the cliiklis progress.if the child is taking medication, someone in the school can be decignated to make sure the child gets his or her medication. Other things such as increasing the light, putting up bright-colored posters, or having the teachers speak more Positively about assignments can help the child feel more comfortable in the classroom. With these modifications, students with inter-nalizing disorders can be helped to achieve higher levels of academic success.
SUMMARY
Internalizing disorders are characterized as having symptoms that are typi-cally internal, cognitive-emotional experiences. Internalizing disorders in-clude depression and anxiety and are associated with significant impairment of psychosocial and academic functioning. The school neuropsychologist should be concerned with internalizing disorders for at least two reasons. First, internalizing disorders may emerge as a result of either the direct or indirect effects of acquired or developmental brain dysfunction. Second, in the absence of evidence of brain dysfunction, internalizing disorders are associated with a number of neuropsychological deficits that are amenable to intervention or accommodation. Depression can have a global impact on neuropsychological functioning. Involvement of the frontal lobes in youth with depression is related to executive function deficits, general cognitive deficits, psychomotor retarda-tion, inattention, and memory deficits. Anxiety involves complex brain systems because of the adaptive and phylogentically old nature of the fear response. Youth with anxiety may have comorbid language deficits, memory and learning problems, executive function deficits, slower speed of informa-tion processing, and general cognitive deficits. Also, internalizing disorders have been shown to be highly comorbid with each other and with other classes of disorders. Thus, it is important to conduct a comprehensive neuropsychological evaluation of children presenting with internalizing disorders as well as to assess for internalizing disorders in those who have experienced brain injury. Cognitive-behavioral interventions have been shown as one of the most effective treatments for children with internalizing disorders. In addition, pharmacotherapy and adjustments to the educational milli u are Indic deed forms of treatment.

Hasil (Bahasa Indonesia) 2:

PSYCHOEDUCATIONAL INTERVENSI
Miller, Bagnato, Dunst, dan Mangis (2006) dirangkum tujuh prinsip intervensi psychoeducational. Mereka harus mencakup tujuan fungsional Intervensi-tion, perspektif perkembangan perubahan, hubungan antara penilaian func-nasional dan intervensi, strategi pembelajaran fungsional, memperhatikan konteks fungsional dan pengaturan, layanan dukungan terpadu, dan kerja sama tim kolaboratif. Selain itu, Miller dan rekan menunjukkan bahwa perawatan berpusat pada keluarga sangat penting. Connell dan Dishion (2008) didukung posisi ini dalam studi longitudinal tiga tahun terapi yang berpusat pada keluarga muda sekolah menengah di mana mereka menemukan bahwa dimasukkannya terapi keluarga dicegah peningkatan gejala depresi dalam-riskgroup tinggi jagung-dikupas untuk kontrol kelompok. Lebih spesifik untuk pengaturan kelas dan lingkungan pendidikan, modifikasi pendidik-nasional dan akomodasi dapat dimasukkan ke dalam tempat untuk membantu anak-anak dengan gangguan internalisasi berhasil di dalam kelas. Rekomendasi termasuk memberikan waktu ekstra pada tugas pekerjaan rumah dan tes yang dapat memberikan waktu anak untuk tenang dan berkonsentrasi. Sekolah canprovide konseling mingguan dan sesuai kebutuhan perjalanan ke konselor ketika anak merasa kewalahan. Seseorang yang ditunjuk dapat ditugaskan untuk memeriksa untuk memastikan anak tersebut membawa semua pekerjaan rumah dan mendokumentasikan tugas dalam agenda harian. Anak dapat memiliki kemampuan untuk merebut kembali tes atau menyerahkan pekerjaan rumah sedikit terlambat untuk hari-hari ketika gejala punya. Para guru juga dapat mengirim email ke orang tua memberitahu mereka tentang kemajuan cliiklis.
Jika anak minum obat, seseorang di sekolah dapat decignated memastikan anak mendapat obat nya. Hal-hal lain seperti meningkatkan cahaya, memasang poster berwarna cerah, atau memiliki guru berbicara lebih positif tentang tugas dapat membantu anak merasa lebih nyaman di dalam kelas. Dengan modifikasi ini, siswa dengan gangguan antar-nalizing dapat membantu untuk mencapai tingkat yang lebih tinggi dari keberhasilan akademis.
RINGKASAN
gangguan internalisasi ditandai sebagai memiliki gejala yang typi-Cally internal pengalaman kognitif-emosional. Gangguan internalisasi di-clude depresi dan kecemasan dan berkaitan dengan penurunan yang signifikan dari fungsi psikososial dan akademik. The neuropsikolog sekolah harus peduli dengan gangguan internalisasi untuk setidaknya dua alasan. Pertama, gangguan internalisasi mungkin muncul sebagai akibat dari baik efek langsung maupun tidak langsung disfungsi otak yang diakuisisi atau perkembangan. Kedua, dengan tidak adanya bukti disfungsi otak, gangguan internalisasi berhubungan dengan sejumlah defisit neuropsikologi yang setuju untuk intervensi atau akomodasi. Depresi dapat memiliki dampak global pada fungsi neuropsikologi. Keterlibatan lobus frontal di masa muda dengan depresi terkait dengan defisit eksekutif fungsi, defisit kognitif umum, psikomotor retarda-tion, kurangnya perhatian, dan defisit memori. Kecemasan melibatkan sistem otak yang kompleks karena sifat adaptif dan phylogentically lama respon rasa takut. Pemuda dengan kecemasan mungkin memiliki defisit komorbiditas bahasa, memori dan belajar masalah, defisit fungsi eksekutif, kecepatan lebih lambat dari pengolahan informa-tion, dan defisit kognitif umum. Juga, gangguan internalisasi telah terbukti sangat komorbiditas dengan satu sama lain dan dengan kelas-kelas lain dari gangguan. Dengan demikian, penting untuk melakukan evaluasi neuropsikologis yang komprehensif anak menyajikan dengan internalisasi gangguan serta untuk menilai gangguan internalisasi pada mereka yang telah mengalami cedera otak. Intervensi kognitif-perilaku telah terbukti sebagai salah satu perawatan paling efektif untuk anak-anak dengan gangguan internalisasi. Selain itu, farmakoterapi dan penyesuaian terhadap mili pendidikan u adalah bentuk akta Indic pengobatan.