EQOL Journal (2019) 11(2):
ORIGINAL ARTICLE
Influences of occupational therapy as curricular activity on to psycho- physical development of
Oana Rusu 1 ✉ • Demmy Rusu 2
Received: 16th May, 2019 |
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DOI: 10.31382/eqol.191203 |
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Accepted: 8th July, 2019 |
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© The Author(s) 2019. This article is published with open access. |
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Abstract |
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and the level of |
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two variables that can improve the psycho- |
We intend to identify the effects of the occupational |
physical state of children with hearing impairment |
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therapy means on |
through occupational therapy. Under its various |
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motor development level for |
forms, it can be a tool used by and in school to |
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students. Two instruments |
achieve |
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month interval) have been used for the hearing- |
training and personal development. |
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impaired |
pupils |
of |
the |
“VasilePavelcu” |
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Technological Special High School in Iasi: the scale of multidimensional attitudes for
✉cbroana@uaic.ro
1
2
University of Iasi „Alexandru Ioan Cuza”, Faculty of Physical Education and Sport, Iasi, Romania
„Vasile Pavelcu” Technologic Special High
School, Iasi, Romania
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EQOL Journal (2019) 11(2):
The issue of the
The scholarship on the
&Marschark, 1997; Calderon & Greenberg, 2011). The specialized literature also mentions the particularity of the psychic development in case of the
From the perspective of intellectual development, the
The
The issue of the
physical, intellectual,
In the current context,
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Occupational therapy is a type of original, pleasant activity that contributes to consolidating the ego and, as such, to restoring the psychic balance of the child’s personality. The level of the occupational performances determines the child’s degree of independence and adaptability. The variety of the activities included within the therapeutic process can motivate children in their attempt to improve their results; it is able to make them develop their creativity and imagination, the trust in their own forces, the increase in
Objectives
This research proposes to identify the effects of the occupational therapy means on
In order to reach the objectives proposed, three hypotheses were formulated:
Social
Prospective
The level of psychomotor development of the students within the study is significantly higher after attending the occupational therapy program.
EQOL Journal (2019) 11(2):
Method
For this study,
The scale of multidimensional attitudes for self- esteem (E.T.E.S.) (Oubrayrie, Safont şi Léonardis, 1994, adapted to Romanian people by Crăciun, 1998) was applied to the pupils in the seventh and eighth form and to pupils within a technological special high school (first year, second year, and third year pupils) (N=45 subjects: 24 boys and 21 girls, aged between
Table 1. Characteristics of sample of subjects
13 and 18). The scale dimensions include as follows: emotional self (E), social self (So), physical self (F), school self (Sc), and prospective self (P).
The Ozeretski - Guillmain test was applied to pupils in primary school (first to fourth form) and in elementary school (fifth and sixth forms) (N=45 subjects: 25 boys and 20 girls, aged between 8 and 12). The purpose was to identify the main motor components from the perspective of five aspects: speed; force; endurance on the following coordinates:
-dynamic hand coordination - D.H.C., general dynamic coordination – G.D.C.; balance - B; rapidity
– R.).
Subjects features |
Details |
ETES (no. of |
Ozeretski Test |
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subjects) |
(no. of subjects) |
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Family type |
- biparental families (with 2 or 3 |
36 |
41 |
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brothers/sisters on average) |
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- monoparental families with parents |
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dead or divorced |
9 |
4 |
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Status within the family (unique |
- with |
27 |
37 |
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member with hearing impairment or |
and/or siblings |
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not) |
- with deaf parents, as well as with |
18 |
8 |
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siblings with hearing impairment |
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Background |
- urban area |
20 |
12 |
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- rural area |
25 |
33 |
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Deafness degree |
- medium hearing impairment 40 – 70 |
13 |
13 |
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db |
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- severe hearing impairment |
22 |
17 |
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- deep hearing impairment – peste 90 |
10 |
15 |
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db |
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Characteristics of the sample investigated, under various aspects:
Family type: 77 of the subjects investigated come from biparental families (with 2 or 3 brothers/sisters on average); 13 of the subjects come from monoparental families with parents’ dead or divorced (9 - E.T.E.S. Scale, 4
Status within the family (unique member with hearing impairment or not): 64 of the subjects investigated come from families with normally- hearing parents and/or siblings and 26 of the subjects come from families with deaf parents, as well as with siblings with hearing impairment (18 - E.T.E.S. Scale, 8- Ozeretski Test).
Background: 58 of the subjects investigated come from a rural area, 32 belong to an urban area (20 - E.T.E.S. Scale, 12 - Ozeretski Test).
Deafness degree: 26 of the pupils present a medium hearing impairment 40 – 70 db (13 - E.T.E.S. Scale, 13 - Ozeretski Test); 39 of the subjects present severe hearing impairment (22 - E.T.E.S. Scale, 17 - Ozeretski Test); 25 of the subjects investigated present a deep hearing impairment – over 90 db (10 - E.T.E.S. Scale, 15 - Ozeretski Test).
Content of the intervention program: the pupils were divided into groups of 15 and the activities took place on an
The subjects for whom we have assessed the self- esteem attended activities that included pantomime / puppet theater, manual skills, and sports activities.
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EQOL Journal (2019) 11(2):
The subjects for whom we have assessed the psychomotor development level have attended the following activities: manual skills, painting, and sports activities.
Results
The application of the t tests for paired samples for the variable social
Concerning the variable prospective
=- 4.35; p < .01; alpha coeph. = .87), the results show that the mean of the subjects’ retest scores (M = 6.17,
SD = 1.21) is significantly different from the mean of the subjects’ test scores (M = 5.24, SD = 1.58). The analysis of the statistical results underlines that the subjects have improved their capacity of integrating in the adult world, thus opening the possibility of building their own future.
Significant differences are also seen in the scores recorded by subjects on retest (M = 55.75, SD = 12.37) versus the test (M = 61.33, SD = 14.04) for the total level of psychomotor development variable = - 8.68; p <0.01; coef alpha = 0.97).
The data obtained confirm the hypotheses emitted. The subjects have significantly improved their self- esteem, regarding both their social and their prospective self, after attending the occupational therapy program. Moreover, the fact that they attended the activities within the occupation therapy led to a significant improvement of the psychomotor development for the students monitored within the study.
Discussion
The use of the two tools allowed the analysis of some components on the group of subjects of the study. Thus, although the ETES – the multidimensional attitude scale for
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psychomotor development level of the Ozeretski- Guilman test.
Applying t tests for pairs of samples from the SPSS program provided a confirmation of the hypotheses formulated for each of them. The values of the
In the same way, for the
Positive results obtained at
Conclusions
The
However, their specific particularities make this process difficult and sometimes incomplete. This is why it is very important for the school to organize many activities – throughout the personality formation and development process for the hearing- impaired students – for the development of their self- esteem, of the trust in their own forces, as well as many skills useful in the
In its various forms, occupational therapy can be a means to achieve the objectives mentioned above.
This study has demonstrated that occupational therapy can contribute to the improvement of the psychophysical state of children with hearing
EQOL Journal (2019) 11(2):
impairment;
The present study can be interpreted in a limited way, both in terms of the size of the group of subjects, its characteristics, and the complexity of the analysis. Further studies can be carried out more complex analyzes including both in terms of
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How to cite this article:
Rusu, O., & Rusu, D. (2019). Influences of occupational therapy as curricular
APA:activity on to
Rusu, Oana and Demmy Rusu. "Influences of occupational therapy as
MLA:curricular activity on to
Rusu, Oana, and Demmy Rusu. "Influences of occupational therapy as
Chicago:curricular activity on to
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