EMOTIONAL REACTIONS OF A BRAIN DAMAGED CHILD IN SPEECH THERAPY

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  • 脳障害児の言語訓練過程にみられた情動反応
  • ノウ ショウガイジ ノ ゲンゴ クンレン カテイ ニ ミラレタ ジョウドウ ハ

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Abstract

The patient, a 13 year old junior high school girl, was diagnosed as having had a cerebrovascular accident (stroke) with right hemiparesis and total aphasia after left thalamic hemorrhage. Behavior of the patient was characterized by inability to hear, read or write, inattentiveness, and psychosomatic reaction. The patient frequently complained of an urge to urinate. Temper tantrums were common because of frustrated efforts to communicate. Frustration in trying and failing to speak was understandably great and may were approached a "catastrophic reaction"(Goldstein, K.; 1948). Strokes cause considerable anxiety and practical difficulties to the family of the patient. The purpose of counseling for the mother was to relieve anxiety and explain the scientific aspects of the team approach torehabilitation. Counseling for the mother was helpful to accept her child's emotional condition. The mother showed a decreased level of anxiety. We dealt with a severely aphasic patient, and established a program within the capacity of the patient, so that the patient experienced nearly continual success. We emphasized the importance of speech therapy as a psychotherapeutic tool because it is one of the most significant supportive types of care the stroke patient receives. We concluded that emotional turmoil is a more specific complication of stroke than simply a response to the motor disability, and it is possible that emotional factors are more important in patients with aphasia than in those without aphasia.

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