Abstract

In this paper, we present the treatment of a girl (10) who is in therapy because of low selfesteem and problems in the school environment due to difficulties in exercising rights to an individualized approach regarding her reading and writing difficulties. Her mother and the girl claim that the teacher shows no understanding for the girl’s difficulties and their relationship is not improving. The girl shows signs of disharmonious development; despite her language difficulties, she shows above-average non-verbal intelligence, emotional immaturity and anxiety. She lives in an intact family with a sister (without difficulties). After a multidisciplinary assessment and two months of psychological treatment (once a week), communicating with her school’s professional service, the teacher publicly reads her essay in front of the whole class as an example of how not to write essays. Immediately after that, and one month before the end of the school year, the girl refuses to write any essays or written exams, which makes finishing the fourth grade much more difficult. Considering it was necessary to urgently encourage the girl to write, so that she would successfully finish the school year, in addition to crisis intervention, a smart board was also used. With guidance and support from the psychologist, the girl started writing on the smart board in one session; she was also in continual treatment and the school was also contacted.


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Sažetak


U ovom radu prikazan je tretmanski rad s djevojčicom (10) koja je u tretmanu psihologa zbog niskog samopoštovanja i problema u školskom okruženju, uslijed otežanog ostvarivanja prava na individualizirani pristup zbog teškoća čitanja i pisanja. Prema navodima majke i djevojčice učiteljica ne pokazuje razumijevanje za teškoće djevojčice te se ne uspijeva unaprijediti njihov odnos. Djevojčica je disharmoničnog razvoja; unatoč jezičnim teškoćama, neverbalno iznadprosječno inteligentna, emocionalno nezrelija, anksiozna. Odrasta u cjelovitoj obitelji uz stariju sestru koja nema teškoća. Nakon multidisciplinarne obrade i dva mjeseca psihologijskog tretmana (jednom tjedno) uz komunikaciju sa stručnom službom škole, djevojčica doživljava da učiteljica javno čita njen sastavak kao primjer kako se sastavak ne treba pisati pred cijelim razredom. Neposredno nakon toga djevojčica mjesec dana prije kraja školske godine odbija pisati sastavke i bilo kakve pisane provjere, zbog čega je značajno otežano završavanje četvrtog razreda. S obzirom na ta da je bilo potrebno djevojčicu što hitnije osnažiti na pisanje, kako bi uspješno završila školsku godinu, uz kriznu intervenciju korištena je i pametna ploča. Na pametnoj ploči djevojčica je uz vodstvo i podršku psihologa počela pisati kroz jedan susret, a osiguran je nastavak tretmana i nadalje kontaktirana škola.