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HOW DO CHILDREN WITH VISUAL IMPAIRMENTS THINK ABOUT EMOTIONS? ADAPTING AN INTERVENTION PROGRAM Beit Issie Shapiro’s 5 th  ...
Introduction <ul><li>The visual experience is a critical element in the development of social and cognitive skills </li></...
Hypothesis <ul><li>Our main hypothesis is that after implementation of the programme “Thinking emotions” b lind children w...
Objectives <ul><li>The programme will work on the following elements: </li></ul>Thinking emotions: adapting for children w...
Methodology <ul><li>Most of the programs used are based on cognitive-behavioral theories and problem solving strategies. T...
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How do children with visual impairments think about emotions adapting an intervention program 993652

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How do children with visual impairments think about emotions adapting an intervention program 993652

  1. 1. HOW DO CHILDREN WITH VISUAL IMPAIRMENTS THINK ABOUT EMOTIONS? ADAPTING AN INTERVENTION PROGRAM Beit Issie Shapiro’s 5 th International Conference on Disabilities. Tel Aviv (Israel) 5-7 July 2011 The main goal of this paper is to introduce a program to promote social and emotional skills in children with visual impairments. The program we propose will be adaptated from a version of no-disabled children called &quot;Thinking emotions“. Renata Sarmento [email_address] Marta Giménez-Dasí [email_address]
  2. 2. Introduction <ul><li>The visual experience is a critical element in the development of social and cognitive skills </li></ul><ul><li>According to Farrenkopf et al (1995) visually impaired children are developing social skills differently. Thus it is essential to ensure the achievement of individual milestones for the development of blind children through specific intervention program </li></ul><ul><li>Blind children perceptual-cognitive development is influenced by the visual deficit. Emotionally, the absence of gaze as a universal code of communication and contact will determine the baby's relationship with their parents. These initial conditions put blind children at risk situation which, in combination with other psychosocial factors will influence their development (Lucerga y Sanz, 2003) </li></ul>Thinking emotions: adapting for children with visual impairment Beit Issie Shapiro’s 5 th International Conference on Disabilities
  3. 3. Hypothesis <ul><li>Our main hypothesis is that after implementation of the programme “Thinking emotions” b lind children will improve their knowledge of basic emotions and social skills. </li></ul><ul><li>More specifically, after the programme blind children will be better in recognizing and expressing basic emotions, handling emotional vocabulary and regulating emotional states. </li></ul><ul><li>Children will be more empathetic and have more abilities to establish relationships and to resolve social conflicts. </li></ul><ul><li>Overall, the improvement of emotional knowledge, emotional regulation and social competence will reduce the risk of emotional and social disorders. </li></ul>Thinking emotions: adapting for children with visual impairment Beit Issie Shapiro’s 5 th International Conference on Disabilities
  4. 4. Objectives <ul><li>The programme will work on the following elements: </li></ul>Thinking emotions: adapting for children with visual impairment Beit Issie Shapiro’s 5 th International Conference on Disabilities <ul><li>Basic Emotions </li></ul><ul><ul><li>Hapiness </li></ul></ul><ul><ul><li>Sadness </li></ul></ul><ul><ul><li>Fear </li></ul></ul><ul><ul><li>Anger </li></ul></ul>Recognizing and identifying personal emotions and the others emotions L abeling emotions Causes of emotions Consequences of emotions Adjusted expression and regulation of emotions Empathy What it is What is it for How to improve it Social competences Strategies to make friends Solving interpersonal problems Social acceptance
  5. 5. Methodology <ul><li>Most of the programs used are based on cognitive-behavioral theories and problem solving strategies. The results shows that progress is not maintained in a medium/long term and the children seem not to generalize to real situations. </li></ul><ul><li>The programme “Thinking emotions” is mainly based on Philosophy for Children (P4C). Philosophy for Children was designed by Lipman and colleagues to make children think and develop critical thinking. </li></ul><ul><li>P4C is intended that children think and develop critical thinking by questioning together with peers. This is part of a profound intervention, starting from children´s self-reflection and getting root on their thoughts and actions. More specifically, the objectives of P4C is to improve thinking skills, creative thinking, promote personal and interpersonal growth, develop understanding of the ethical dimension and help understanding the world through experience. ( Giménez-Dasí, Daniel, Arias y Quintanilla, 2010) </li></ul>Thinking emotions: adapting for children with visual impairment Beit Issie Shapiro’s 5 th International Conference on Disabilities

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