Pripovijedanje osobnih priča i psihoemocionalna obilježja djece s razvojnim jezičnim poremećajem osnovnoškolske dobi

master's thesis

• Title (english): Personal narratives and psychoemotional characteristics of primary school-aged children with developmental language disorder
• Author: Lara Mosić
• Mentor: Jelena Kuvač Kraljević (mentor)
• Mentor: Sanja Šimleša (komentor)
• Committee member: Jelena Kuvač Kraljević (predsjednik povjerenstva)
• Committee member: Sanja Šimleša (član povjerenstva)
• Committee member: Tatjana Prizl-Jakovac (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-09-18, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Razvojni jezični poremećaj (RJP) je cjeloživotni heterogeni poremećaj koji, osim primarnog utjecaja na jezik, može imati i značajne posljedice na druge aspekte života, uključujući mentalno zdravlje. Iako većina stranih istraživanja navodi da su djeca s RJP-om izložena većem riziku od lošijih psihoemocionalnih ishoda, rezultati su nekonzistentni. Osobne priče djece mogu pružiti dragocjene uvide u njihov emocionalni svijet, no emocionalna valentnost tih priča još uvijek je nedovoljno istražena. Cilj ovog istraživanja bio je ispitati psihoemocionalna obilježja i emocionalnu valentnost osobnih priča djece s RJP-om u dobi od 9 do 11 godina te ih usporediti s vršnjacima urednog razvoja. Također, istražena je povezanost između psihoemocionalnih obilježja i emocionalne valentnosti priča kod djece s RJP-om. U istraživanju je sudjelovalo 60 djece, podijeljene u dvije skupine: djeca s RJP-om (N=30) i djeca urednog razvoja (N=30). Psihoemocionalna obilježja procijenjena su Beckovim inventarima za mlade (Beck i sur., 2011), dok je za elicitiranje osobnih priča korišten Global TALES protokol (Westerveld i sur., 2022). Rezultati su pokazali da djeca s RJP-om imaju povećane simptome anksioznosti i depresije u odnosu na djecu urednog razvoja, dok razlika u pojavnosti simptoma ljutnje i ometajućeg ponašanja nije utvrđena. Djeca s RJP-om češće su pripovijedala priče o neugodnom događaju s negativnim krajem, a razlike su posebno izražene u pričama potaknutim poticajima ljutnje i važnog događaja, dok se za priče potaknute ostalim poticajima nisu značajno razlikovala od djece urednog razvoja. U pričama o važnom događaju djeca s RJP-om ipak su češće uspijevala negativne elemente kompenzirati pozitivnima u odnosu na priče potaknute poticajem ljutnje. Također, utvrđena je povezanost između ometajućeg ponašanja i emocionalne valentnosti priča, pri čemu su djeca s manjim simptomima ometajućeg ponašanja sklonija pripovijedanju pozitivnijih osobnih priča. Ovo istraživanje ukazuje na potencijalno narušeno mentalno zdravlje djece s RJP-om te sugerira važnost emocionalne valentnosti njihovih osobnih priča kao dodatnog uvida u njihovo emocionalno stanje. Međutim, potrebna su daljnja istraživanja koja bi potvrdila ove rezultate. No, ključno je naglasiti potrebu za bliskom suradnjom logopeda i psihologa kako bi se osigurala sveobuhvatna podrška djetetovom kako jezičnom, tako i emocionalnom razvoju.

Abstract (english)

Developmental Language Disorder (DLD) is a lifelong, heterogeneous condition that, beyond its primary impact on language, can also have significant consequences on other aspects of life, including mental health. Although most foreign studies suggest that children with DLD are at higher risk of poorer psychoemotional outcomes, the results are inconsistent. Personal narratives from children can provide valuable insights into their emotional world, but the emotional valence of these narratives remains underexplored. The aim of this study was to examine the psychoemotional characteristics and emotional valence of personal narratives from children with DLD aged 9 to 11 and to compare them with their typically developing peers. Additionally, the study explored the relationship between psychoemotional characteristics and the emotional valence of narratives in children with DLD. The study included 60 children, divided into two groups: children with DLD (N=30) and typically developing children (N=30). Psychoemotional characteristics were assessed using Beck's Inventories for Youth (Beck et al., 2011), while the Global TALES protocol (Westerveld et al., 2022) was used to elicit personal narratives. The results showed that children with DLD exhibited increased symptoms of anxiety and depression compared to typically developing children, while no differences were found in the prevalence of anger and disruptive behavior symptoms. Children with DLD were more likely to tell narratives about unpleasant events with negative endings, with differences particularly pronounced in narratives prompted by anger and significant events, while narratives prompted by other stimuli did not significantly differ from those of typically developing children. In narratives about significant events, children with DLD were more likely to compensate for negative elements with positive ones compared to narratives prompted by anger. Furthermore, a correlation was found between disruptive behavior and the emotional valence of narratives, with children exhibiting fewer disruptive behavior symptoms tending to narrate more positive personal narratives. This study highlights the potentially compromised mental health of children with DLD and suggests the importance of the emotional valence of their personal narratives as an additional insight into their emotional state. However, further research is needed to confirm these findings. It is crucial to emphasize the need for close collaboration between speech therapists and psychologists to ensure comprehensive support for both the linguistic and emotional development of the child.

• Keywords: razvojni jezični poremećaj; psihoemocionalna obilježja; osobne priče; emocionalna valentnost
• Keywords (english): developmental language disorder; psychoemotional characteristics; personal narratives; emotional valence
• Language: croatian
• URN:NBN: urn:nbn:hr:158:396776
• Study programme: Title: University graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra logopedije (sveučilišni magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-18 08:21:16