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UTILIZATION OF THE PRINCIPLES OF DYNAMIC DIAGNOSIS IN CHILDREN WITH BEHAVIOURAL PROBLEMS

M. Hutyrova, J. Spevacek, M. Charvat

Abstract

In the Czech Republic, the definition of the term Вґbehavioural problemsВґ is very broad and covers a variety of phenomena, some representing developmental norms, some temporary social maladaptation and some behaviour-breaking social norms. It is assumed that a certain number of children placed in special institutional education facilities display major behavioural problems, referred to as Вґbehavioural disordersВґ. Their placement is an extreme solution after all possibilities of preventive educational care have been exhausted. This paper primarily focuses on the Instrumental Enrichment Programme developed by the Israeli psychologist Reuven Feuerstein. This is a remarkable programme whose objective is to enhance the childВґs cognitive processes, which seems to be a very efficient way of working with children with behavioural problems. If we accept the proposition that problematic and non-standard behaviours are understood as communication response to particular situations, then communication must be seen as a relationship qualitatively different from the character traits of the participating individuals. Our aim is to map the potential for employing this program in the institutional education facilities in the Czech Republic, where its implementation could lead to desirable changes in their clientsВґ behaviour. Also, we would like to bring to this environment the principles of Dynamic Assessment, which is a tool for assessing learning potential. This testing and evaluation method was designed by Feuerstein for children achieving low results in standard tests and for children of minority and immigrant families with unfavourable educational prognosis. Later, Feuerstein's target group was extended to all persons with certain limitations. The method of Dynamic Assessment of Cognitive Modifiability is the antithesis of tests aimed at determining the structure of intellectual abilities through standardized tools because it focuses on evaluation of changes in the learning process.

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