A program of compensatory affective education for cerebral palsied adolescents

Woodill, Gary (1974) A program of compensatory affective education for cerebral palsied adolescents. Masters thesis, Memorial University of Newfoundland.

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Abstract

This project was undertaken in order to meet some of the needs of the students at a school for the cerebral palsied. The project was also an attempt to introduce to the teachers of the school some new approaches for dealing with the problems of cerebral palsied students. -- The project report gives the reader an indication of some of the psychological and social needs of cerebral palsied and other physically handicapped children and suggests a number of methods that can be used to deal with these needs. The report focuses on two major problems of cerebral palsied children: that they lack many of the developmental experiences which are readily available to non-handicapped children, and they experience a number of environmental stresses in their early years. These problems rather than the condition of cerebral palsy itself, can lead to abnormal behavior as well as cognitive and affective retardation. -- A remedial program for cerebral palsied adolescents carried out by the author is described in the report. The program used a small group activities approach and that dealt with the following areas of affective education: -- 1. Sensory awareness, including body awareness, -- 2. Verbal and non-verbal communication, -- 3. Group interaction, and -- 4. Relaxation training. -- The teachers of the school were also involved in the program, both as participants in the activities and as group leaders. -- The evaluation of the program indicated that about half of the students showed some improvement as a result of the program. The teachers’ reactions to the program were very favorable and they indicated that they would use many of the techniques introduced in the program in their own classes. -- The Self-Image Questionnaire developed by Deschin (1970) was administered before and after the program to see if the program had a positive influence on student self-image. The judges’ ratings of the questionnaire were found to be highly unreliable and so further analysis of the results was not carried out. -- The report indicates other problems faced by the students of the school, such as the need for values training and vocational counselling, which need further work or study.

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