Nouvelles normalités Nouvelles pathologies Nouvelles ... - Psynem

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6° 6éme Congresso Congrès Européen Europeo de di Psicopatologia Psychopathologie dell’Infanzia de l’Enfance e et dell’Adolescenza de l’Adolescence Nuove Nouvelles normalità normalités Nuove Nouvelles patologie pathologies Nuove pratiche Nouvelles pratiques FRIDAY, May 6 POSTER SESSIONS Poster session 8 Taking care and follow up in cases of severe sickness and mouring - severe disabilities 5 - EMOTIONAL INTELLIGENCE IN CHILDHOOD. THE ROLE OF COGNITIVE AND EMOTIONAL ABILITIES IN ACADEMIC PERFORMANCE Giacomo Mancini (1) , Paola Surcinelli (1) , Sergio Agnoli (2) , Bruno Baldaro (1 (1) ( ), Elena Trombini 1) (2) Department of Psychology, University of Bologna, (Bologna - IT); Department of Developmental and Social Psychology, University of Padova, (Padova - IT) Emotional Intelligence includes the competency in identifying emotions, recognising the meaning of facial expressions and perceive emotional messages. Disorders of emotional perception cause significant difficulties, as they produce or are linked with a lack of understanding of the social environment and thus a poor adaptation to it. The present work examines the role of emotional abilities and cognitive non verbal abilities in academic performance, on a large sample of 490 school-aged children (249 females, age range 8-11). In particular children’s cognitive ability was assessed by Raven’s Coloured Progressive Matrices (CPM) and the emotion recognition ability by a facial expression recognition task. The results showed that the Raven’s CPM scores were a good predictor of academic performance during primary school (p < .001). Raven’s CPM scores were positively related with both Italian and Mathematic marks. On the contrary, the emotion recognition ability was not related to academic performance and to Raven’s Matrices scores. 374 The results of the present study showed that the general non-verbal cognitive ability assessed by Raven’s Progressive Matrices is an important predictor of success in scholastic performance, that plays an important role in impacting students’ future opportunities. In contrast, the ability to recognize emotion from facial expressions was in the present study not related to academic performance and to the general non-verbal ability, although it is considered a main component of the non-verbal communication system and a crucial social ability. The present findings seem to evidence a different influence exerted by cognitive and emotional abilities on children development and the need for future studies investigating the impact of these different abilities on other outcomes. For example are required examining the relationship between the development of emotion expression recognition and children’ social functioning (social network analysis). Further studies could enhance our understanding, assessment and prevention of such emotional disorders.
6° 6éme Congresso Congrès Européen Europeo de di Psicopatologia Psychopathologie dell’Infanzia de l’Enfance e et dell’Adolescenza de l’Adolescence Nuove Nouvelles normalità normalités Nuove Nouvelles patologie pathologies Nuove pratiche Nouvelles pratiques FRIDAY, May 6 POSTER SESSIONS Poster session 8 Taking care and follow up in cases of severe sickness and mouring - severe disabilities 6 - METODOLOGIA APPLICATIVA DELLA CLASSIFICAZIONE DELL’OMS ALLE PRASSI D’INTEGRAZIONE SCOLASTICA PER GLI ADEMPIMENTI DELLA LG 104/92 Francesco Grasso Università di Siena, (Siena - IT) La legge 104/92, legge quadro sull’handicap e i successivi decreti d’attuazione, pone l’Italia all’avanguardia come politica sociale sull’handicap mettendo a disposizione del soggetto in “situazione di handicap” l’effettiva possibilità di integrarsi positivamente nel tessuto sociale. I recenti orientamenti delle politiche dell’inclusione della disabilità (convenzione ONU sui diritti delle persone con disabilità) e le Linee Guida del Ministero della Pubblica Istruzione si riferiscono al modello (biopsico) sociale della disabilità proposto dall’ International Classification of Functioning (ICF) per la valutazione del soggetto con disabilità. Il presente lavoro analizza le possibilità e le difficoltà insite nell’utilizzo dell’ICF a Scuola per le prassi dell’integrazione scolastica. In particolare si propone la “Scheda Riepilogativa ed Esplicativa della Diagnosi Funzionale secondo ICF-CY” 375 per gli adempimenti della lg 104/92 Diagnosi Funzionale Piano Dinamico Funzionale e Progetto di Vita/Piano Educativo Individualizzato.La Scheda, già alla sua seconda versione ed attualmente in progress, e la metodologia relativa sono in sperimentazione già da due anni; essa risponde a due esigenze particolarmente importanti: 1) L’interfacciabilità delle conoscenze appartenenti a domini professionali e culturali differenti; 2) La condivisione e la trasmissibilità di un documento che può essere utilizzato dall’insieme degli attori coinvolti nel progetto d’integrazione/inclusione del minore; e costituisce uno strumento unico nel panorama nazionale internazionale poiché permette una doppia codifica, descrittiva e secondo ICF, delle situazioni di disabilità, rappresentando così una risposta concreta all’introduzione su larga scala dell’ICF a Scuola.
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Nouvelles normalités Nouvelles pathologies Nouvelles ... - Psynem

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