{"id":1118,"date":"2019-12-20T20:47:04","date_gmt":"2019-12-20T19:47:04","guid":{"rendered":"https:\/\/www.centronanda.es\/reeducacio-psicopedagogica\/"},"modified":"2019-12-20T20:47:04","modified_gmt":"2019-12-20T19:47:04","slug":"reeducacio-psicopedagogica","status":"publish","type":"page","link":"https:\/\/centronanda.es\/ca\/reeducacio-psicopedagogica\/","title":{"rendered":"Reeducaci\u00f3 Psicopedag\u00f2gica"},"content":{"rendered":"
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\u201cEl problema no \u00e9s el problema. El problema \u00e9s TEU actitud davant el problema\u201d\u00a0 <\/span><\/em><\/strong><\/span><\/p>\n<\/div>

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Reeducaci\u00f3 Psicopedag\u00f2gica<\/h2>\n<\/div>
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Es treballen principalment les dificultats d’aprenentatge dins de l’\u00e0mbit
\nacad\u00e8mic de l’infant o adolescent, aix\u00ed com la part emocional implicada en el
\nproc\u00e9s, ja que sol quedar bastant afectada, per exemple l’autoestima.<\/span><\/p>\n<\/div>

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La reeducaci\u00f3 psicopedag\u00f2gica \u00e9s una intervenci\u00f3 psicoeducativa espec\u00edfica orientada a alumnes, ja sigui d’infantil, prim\u00e0ria o secund\u00e0ria, que mostrin alguna dificultat concreta d’aprenentatge vinculada a la pres\u00e8ncia d’algun trastorn espec\u00edfic com la disl\u00e8xia, la discalc\u00falia, el TDAH, el TEL (Trastorn Espec\u00edfic del Llenguatge), el TANV (Trastorn d’Aprenentatge No Verbal), TEA (Trastorns de l’espectre autista), etc. Encara que tamb\u00e9 \u00e9s \u00fatil i beneficiosa per a aquells nens o joves que volen potenciar el seu rendiment en abs\u00e8ncia de dificultats espec\u00edfiques d’aprenentatge o altres problemes emocionals), aix\u00ed com per a alumnes amb altes capacitats. No se centra \u00fanicament i exclusivament en l’exercici acad\u00e8mic, sin\u00f3 que tamb\u00e9 interv\u00e9 en els factors emocionals i conductuals. Fomenta una millora de l’autonomia, l’autoestima, de la percepci\u00f3 d’autoefic\u00e0cia, de la motivaci\u00f3 i d’aquells comportaments i h\u00e0bits que faciliten una adequada rutina d’estudi o treball. Al seu torn, promou la disminuci\u00f3 o eliminaci\u00f3 d’aquelles conductes que interfereixen o dificulten l’acompliment.<\/span><\/p>\n

La portem a terme psic\u00f2legs i logopedes, els quals comptem amb una formaci\u00f3 espec\u00edfica en els diferents trastorns infantils i d’aprenentatge, sent coneixedors de les seves peculiaritats i de les diferents estrat\u00e8gies d’intervenci\u00f3.<\/span><\/p>\n

La reeducaci\u00f3 psicopedag\u00f2gica, estimula diferents habilitats cognitives (atenci\u00f3, mem\u00f2ria, percepci\u00f3, orientaci\u00f3 temporal i visuoespacial, llenguatge, raonament, metacognici\u00f3, planificaci\u00f3, flexibilitat cognitiva, etc.). Es basa en fomentar el desenvolupament de recursos propis, a partir de les seves potencialitats, que permetin compensar i millorar les \u00e0rees on el rendiment \u00e9s deficitari o millorable, la qual cosa, comportar\u00e0 una millora del rendiment acad\u00e8mic a mig-llarg termini. \u00c9s important establir un bon vincle entre terapeuta i nen, fer-li veure que el seu treball i esfor\u00e7 \u00e9s la base de la ter\u00e0pia, remarcar les seves fortaleses i comptar sempre amb la seva opini\u00f3. Si ell se sent part del proc\u00e9s aix\u00f2 augmentar\u00e0 les seves ganes de treballar i amb aix\u00f2 treballarem la seva motivaci\u00f3. La motivaci\u00f3 \u00e9s un dels aspectes principals a treballar en reeducaci\u00f3, \u00e9s molt important saber despertar en cada un all\u00f2 que ens fa voler fer les coses, aix\u00f2 que ens impulsa a voler cr\u00e9ixer i millorar. Cal no oblidar que cada un t\u00e9 un proc\u00e9s d’adaptaci\u00f3 diferent, durant aquest proc\u00e9s cal aprendre a valorar els passos que es van donant, per molt petits que siguin. Considerem molt important tenir compte les pr\u00f2pies expectatives de l’alumne\/pacient, aix\u00ed com les demandes dels pares. Per aix\u00f2 abans d’iniciar la intervenci\u00f3 \u00e9s fonamental realitzar una avaluaci\u00f3 completa tant de la fam\u00edlia com de el nen\/a per separat. Pel que fa a la part acad\u00e8mica, es treballen aquelles \u00e0rees presents en tota etapa escolar, en qu\u00e8 el nen o adolescent presenta m\u00e9s dificultats. Solen estar relacionades amb:<\/span><\/p>\n

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  • L’adquisici\u00f3, augment i millora de les habilitats necess\u00e0ries per a l’aprenentatge.<\/span><\/li>\n
  • La recuperaci\u00f3 i suport de mat\u00e8ries en qu\u00e8 hi hagi un endarreriment escolar.<\/span><\/li>\n
  • La dificultat en la lectura, escriptura, comprensi\u00f3 lectora, c\u00e0lcul i el raonament matem\u00e0tic.<\/span><\/li>\n
  • L’adquisici\u00f3 i\/o la millora dels h\u00e0bits i t\u00e8cniques d’estudi.<\/span><\/li>\n
  • La millora de la conducta enfront de la tasca escolar.<\/span><\/li>\n
  • Potenciar l’autoestima.<\/span><\/li>\n
  • El treball d’una bona organitzaci\u00f3 de el temps d’estudi.<\/span><\/li>\n<\/ul>\n

    L’organitzaci\u00f3 \u00e9s un punt fonamental a tractar, si aconseguim una bona planificaci\u00f3 de el temps d’estudi veurem incrementats els resultats que busquem. \u00c9s molt important i t\u00e9 molts beneficis a la realitzaci\u00f3 d’un bon horari de treball, amb aix\u00f2 aconseguim un estalvi de el temps emprat per a l’estudi, fomentem un bon h\u00e0bit, el nen aconsegueix optimitzar el seu temps i evitem la improvisaci\u00f3 a l’hora d’estudiar. Perqu\u00e8 aquest pla d’estudis funcioni \u00e9s fonamental que sigui marcat al costat de l’infant, que sigui part\u00edcip i que vulgui comprometre amb la tasca. Est\u00e0 demostrat que una bona organitzaci\u00f3 augmenta la seguretat en un mateix.<\/span><\/p>\n

    El treball en equip \u00e9s b\u00e0sic per a l’\u00e8xit de la ter\u00e0pia, a la consulta treballem directament amb el nen o adolescent, amb la fam\u00edlia i amb els professors implicats en la millora del rendiment acad\u00e8mic i de l’adaptaci\u00f3 escolar, aix\u00ed com en la part emocional . Considerem que la coordinaci\u00f3 i la comunicaci\u00f3 interprofessional s\u00f3n fonamentals per a la millora d’aquest proc\u00e9s.<\/span><\/p>\n<\/div>

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