儿童青少年精神医学-辅仁大学学术资源网.PPTVIP

兒童認知情緒行為發展異常/遲緩及早期療育 李儒卿 台北市萬芳醫學中心精神科兼任主治醫師台北醫學大學附設醫院精神科兼任主治醫師 台北醫學大學醫學系兼任講師 天主教輔仁大學醫學院臨床心理系兼任講師 Reference book:Shonkoff P. Jack, Meisels J. Samuel(2000): Handbook of Early Childhood Intervention(2nd. Ed.), Cambridge University Press. 發展遲緩 生長遲緩以生理狀況為指標(如身高、體重、頭圍、胸圍、第二性徵等)。當量化指標小於第三百分位，可稱之為生長遲緩。 發展遲緩以功能狀況為指標(如粗、細動作、語言、認知、情緒及人際社會互動、生活自理等)。當某功能發展低於應有發展水準百分之二十，可稱該功能之發展顯著遲緩。(Bayley) Early childhood intervention: definition(1) Early childhood intervention consists of multidisciplinary services provided of children from birth to 5 years of age to promote child health and well-being, enhance emerging competencies, minimize developmental delays, prevent functional deteriorations, and promote adaptive parenting and overall family function. Early childhood intervention: definition(2) These goals are accomplished by providing individualized developmental, educational and therapeutic services for children in conjunction with mutually planned support for their families. Early childhood intervention: assumptions Organisms are designed to adapt to their environment Broad ecological context Interdisciplinary nature Historical roots: early childhood education Comenius(1592-670): “School of the Mother” Lock(1632-1704): “Tabula rasa” (blank slate) Rousseau(1712-78): “laissez-faire” approach to child’s unspoiled nature American: 17-18th century, innate “sinful” tendency (Puritan influence) Historical roots: Maternal and Child Health Services 1912: The Children’s Bureau in the Department of Labor 1935: the Social Security ACT:Title V: Part I, II, IIITitle XIX: Early and Periodic Screening, Diagnosis and Treatment Programs (EPSDT) Historical roots: Special Education Itard / Seguin ”physiological method of education” in Paris; Montessorie in Rome Residential placements: Seguin the “Association of Medical Officers of American institutions for Idiotic and Feeble-Minded Persons”, 1876 Public School Programs: World War II, Historical roots: Research, Nature / Nurture debat