Activity 6 - Helping your patient

Presented by:

Morales Claudia Helena

Pedraza Gaona Lina Constancia ID: 100083939

Pinedo Humpries Niassa Paola ID: 100102238

Nicolas Guevara

Ibero-American University Corporation

Faculty of Social and Human Sciences

psychology

Neuropsychology

February 2023
 Activity 6 - Helping your patient

The term rehabilitation has been defined by the World Health Organization (WHO)

like those 'processes aimed at allowing people with disabilities to achieve and

maintain an optimal level of physical, sensory, intellectual, psychological, and/or social performance.

What is the WHO's position on the approach to newborns?

The positions of the WHO have, then, a theoretical framework, but more operational, for the

approach to the RN as a more specific or "closed" subfield in the broad topic of the

rehabilitation.

GENERAL OBJECTIVES OF NEUROPSYCHOLOGICAL REHABILITATION

Establish a common direction that allows for the recognition of two major objectives in the

concept of RN reducing the consequences of cognitive deficiencies in daily life; thus

to mitigate the impact that these deficiencies may have on proper functioning

of the person in their social environment and daily life (Muñoz et al., 2009; Wilson, 2005; Wilson and

Gracey, 2009).

SPECIFIC OBJECTIVES

Support the recovery of cognitive function in itself, as well as the means,

capacities or skills necessary to achieve certain goals. This is done to

restitution of the deficient function.

2. Protect the recovery of goals, that is, work with the patient so that they can

to reach certain goals, but by means different from those used before the injury.

In this case, the authors refer to the substitution or compensation of the deficient function.
THEORETICAL MODELS AND METHODOLOGICAL PRINCIPLES.

On the other hand, the theoretical approaches from which the RN stems are diverse, although

those that are central to the history of psychology; namely: behaviorism,

cognitivism, cognitive-behavioral, and socio-historical (Ginarte-Arias, 2002; Bilbao and Bize, 2003).

Everyone intends to explain human behavior and mental processes.

Behaviorism is based on the systematic observation of observable and measurable aspects.

of one's own behavior, and holds that the effects of the external world (such as reinforcers) can

to provoke changes in it.

The cognitive current, on the contrary, based on the unobservable aspects of the

behavior explains how the brain processes information from the environment and how it

the process transforms into a 'psychological phenomenon' with a certain structure; the emphasis is on,

well, in cognitive processes.

The cognitive-behavioral approach seeks to integrate behavioral techniques and strategies.

cognitive to achieve behavior changes.

The socio-historical approach, developed by Lev Vygotsky and closely related to the positions

Luria's theories focus on the concrete socio-historical character of psychic processes.

highlighting

PLANNING FOR THE DESIGN AND APPLICATION OF PROGRAMS

NEUROPSYCHOLOGICAL REHABILITATION

The planning for the rehabilitation program begins with 'the fundamental principle

of the RN consists of the application of rehabilitation strategies adapted to the deficits

specific to each patient" (Carvajal and Restrepo, 2013; García et al., 2002; Teer, 2003; Peña-

Casanova, 1999). Of course, the first step, before setting the strategies of the RN, is to conduct
a complete neuropsychological evaluation to detect preserved or deteriorated abilities, thus

to establish a baseline regarding the processes and capabilities that will be the subject of

rehabilitation (Carvajal and Restrepo, 2013; De los Reyes et al., 2012). the importance of the social in

all teaching-learning activities and developmental progression.

Compensation strategies

On one hand, in compensation strategies, ensure that this type of intervention is

assume that the altered function cannot be restored and, therefore, an attempt is made to enhance the use of

different alternative mechanisms or preserved skills” (Ginarte-Arias, 2002: 872), for

what is sought is that the intact regions of the brain take on, compensatorily, the function

of those that are damaged. The strategy aims for the patient to learn or relearn how to perform

the activities relevant to their daily life. It is worth noting that the individual can learn without

that its altered function improves, as different cognitive processes are used to compensate for the

deficit, which is why many times external aid strategies are considered as

compensation (Mateer, 2003).

Case:

The parents bring their 7-year-old son to the psychology consultation, who is going to start the 2nd grade.

primary education level and is the middle of 3 siblings. He has never repeated a grade. The boy has

I have had some problems keeping up with the pace of the 1st grade class. In 3rd grade of Early Childhood Education, it was

quite restless in class, for this reason he has gone to the emergency room several times due to having

suffered falls, cuts, and some bicycle accidents, as he does things without thinking. The

the guardian attends the consultation with the minor due to the presence of difficulties in keeping up with the pace of

the class and an excessive psychomotor restlessness.

forcing him to finish them, because otherwise the minor does them quickly and doesn't care if he does them wrong,

they also indicate that they have difficulty following instructions that have several steps (like 'put on your pajamas')

and 'come to dinner'), and often the mother finds him doing something else because he has forgotten it.

what he has asked for. In addition, at school he has constant movements, he gets up, interrupts,

answers without letting the question finish and is very impatient. Due to these problems at home

And at school, his grades are getting worse and it is becoming harder for him to maintain his level.

academic.

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attention-and-hyperactivity/.

INTERVENTION / PSYCHOLOGICAL EVALUATION.

During the psychological intervention and through the technique of direct observation, it is achieved,

determine patient with attention deficit, poor eye contact, psychomotor restlessness

moderate, lack of adherence to the rules of their parents and teachers which has caused them difficulties

in academic development.

In this case, we want to apply neuropsychological rehabilitation tools that seek

reduce the negative cognitive impact on the patient, achieving the development and recovery of skills

that allow them to improve their academic, cognitive, and behavioral performance.

To do this, we will use attention training techniques, using cards with

images to achieve the concentration and attention of the patient, in the same way it will be used

a compensation tool that motivates the child to develop activities effectively

pleasant and dynamic.

• 12 cards with figures in pairs

• 1 Abaco

• 3 stimulants

Technique and procedure of the therapy:

At a table we explain to the child the activity that will be carried out and the objective that it has.

search with the same, then proceed to show the child the cards dynamically searching

that he finds similarity in them, then we analyze the result on the abacus of the correct answers and

mistakes, always reinforcing the successes achieved during the development of the activity. This

exercise is done during therapy a maximum of 3 times and in the next sessions it will be done with

different figures such as numbers, letters, sounds, etc. achieving improvement in their basic cognitive function.

Conclusion

After analyzing each of the concepts of neuropsychology, we were able to realize

the importance of neuroscience in addressing the brain's executive functions,

in order to diagnose, analyze and rehabilitate the said functions in different clinical states

in which the patients who are the subject of clinical attention are found. This is why in relation to the

We have taken attention as a basic function of every human being to develop.

In everyday life, in the case of a 7-year-old child, what are the most typical problems of

learning that takes place today. Tools were used that allow the child

unlearn some maladaptive habits through new structured processes in cognition

through a playful-practical work tool that allows improving attention levels and
to recover academic performance in the same way during the therapeutic intervention and

follow-up with the teachers and parents of the minor.

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References

Aiken, L. R. (2003). Psychological Tests and Assessment. Mexico: Pearson. pp. 18 -

32. The provided text is a URL and does not contain translatable content.

Trápaga, C., Pelayo, H., Sánchez, I., Bello, Z., Bautista, A. (2018). From Cognitive Psychology to the

Neuropsychology. Mexico City: Modern Manual. pp.-pp. 1-18[Link]

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